This study examines how students benefit from working with cooperative learning in mathematics lessons. Furthermore, the study investigates whether the motivation to work with mathematics can be increased through cooperative learning. The study is based on these two questions to examine relevant research regarding this specific area. The search process has been carried out through several databases such as ERIC and Google scholar. Through these databases an amount of nine scientific articles has been compiled. With the help of previous research, the study has shown that cooperative learning has a major impact on the development of students' knowledge. Additionally, cooperative learning has been proven to benefit the motivation of the students, thus playing an important role in their learning process. The result of this study also shows how cooperative learning can be one of the most meaningful teaching methods. This contributes to higher participation and creates a higher knowledge development than the traditional learning methods. Through cooperative learning the students get the chance to act as learning resources for each other in the classroom, which strengthens the learning value. This is based on the indication that the cooperative teaching method forms a collaboration between the students, thus promoting their knowledge and social abilities at the same time.

本研究主要目的是探討合作學習融入數學教學對於偏遠地區學校國一學生在學習國中數學第一冊的學習成效。以屏東縣一所偏遠地區學校國一學生兩班共55人為研究樣本，其中一班為實驗組，實施「合作學習融入數學教學」；另一班為對照組，實施傳統講述法，來探討學生接受不同的教學方法之後，在數學學習成就、態度及保留三方面的差異性。實驗結果，可得以下之結論： 一、在衡量數學學習成就指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 二、在衡量數學學習態度指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 三、在衡量數學學習保留指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 最後本文再對上述統計檢定推論提出建議，以供教師實務上教學及後續相關研究之參考。 / The main purpose of this study is to apply “cooperative learning in mathematics” in remote area to explore its effects of learning performance by seventh graders. Two classes, which have a total of 55 students, were sampled from a junior high school in a remote area of Pingtung County. One class students were assigned as the experimental group and the other students as the control group. The first class was taught using “cooperative learning in mathematics”, while the second one was taught using traditional method. In order to find if there are differences on learning achievements, learning attitudes, and learning retention of mathematics between two teaching methods, statistical tests were conducted. The following conclusions are reached︰ 1.Based on mathematics learning achievement indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 2.Based on mathematics learning attitude indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 3.Based on mathematics learning retention indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. Finally, suggestions for practical teaching are provided and future possible researches are also discussed.