Algebraic equations and functions play an important role in various mathematical topics, including algebra, trigonometry, linear programming and calculus. Accordingly, various documents, such as the most recent Swedish curriculum (Lpf 94) for upper secondary school and the course syllabi in mathematics, specify what the students should learn in Mathematics Course B. They should be able to solve quadratic equations and apply this knowledge in solving problems, explain the properties of a function, as well as be able to set up, interpret and use some nonlinear functions as models for real processes. To implement these recommendations, it is crucial to understand the students’ way of experiencing quadratic equations and functions, and describe the meaning these have for the students in relation to the possibility they have to their experience of them. The aim of this thesis is to analyse, understand and explain the relation between the handled and learned content, which consists of second-degree equations and quadratic functions, in classroom practice. This means that content is the research object and not the teacher’s conceptions or knowledge of, or about this content. This restriction implies that the handled and learned contents are central in this study and will be analysed from different perspectives. The study includes two teachers and 45 students in two different classes. The data consist of video-recordings of lessons, individual sessions, interviews and the teachers’/researcher’s review of the individual sessions. The students’ tests also constituted an important part of the data collection. When analysing the data, concepts relating to variation theory have been used as analytical tools. Data have been analysed in respect of the teachers’ focus on the lesson content, which aspects are ignored and which patterns of dimensions of variations are constituted when the contents are handled by the teachers in the classroom. Also, data have been analysed in respect of the students’ focus when they solve different exercises in a test situation. It can be shown that the meaning of parameters, the unknown quantity in an equation and the function’s argument change several times when the teacher presents the content in the classroom and when the students solve different exercises. It can also be shown that the teachers and the students develop complicated patterns of variation during the lessons and that the ways in which the teachers open up dimensions of variation play an important role in the learning process. The results indicate that there is a convergent variation leading the students to improve their learning. By focusing on some aspects of the objects of learning and create convergent variations, it is possible for the students to understand the difference between various interpretations of these aspects and thereafter focus on the interpretation that fits in a certain context. Furthermore, this variation leads the students to make generalisations in each object of learning (equations and functions) and between these objects of learning. These generalisations remain over time, despite working with new objects of learning. An important result in this study is that the implicit or explicit arguments of a function can make it possible to discern an equation from a function despite the fact that they are constituted by the same algebraic expression. / Ekvationer och funktioner har en viktig roll i olika matematiska moment, som exempelvis algebra, trigonometri, programmering och analys. Under gymnasiets matematikkurs B förväntas det att eleverna ska lära sig lösa andragradsekvationer och vad som kännetecknar en funktion samt att de ska kunna tolka och använda en andragradsfunktion. Trots det ökade intresset för medborgare med djupare matematiska kunskaper redovisas ständigt larmrapporter från landets tekniska högskolor och universitet om allt sämre matematikkunskaper hos de nyantagna studenterna. För att förstå elevernas problem med och i matematik behövs ökad kunskap om elevernas lärande i relation till vad det är i innehållet som behandlas i klassrummet. Syftet med denna studie är att analysera, söka förstå och förklara relationen mellan vad som framställs i matematiskt innehåll rörande andragradsekvationer och andragradsfunktioner i klassrumspraktiken och elevernas lärande av detsamma. Fokus ligger på relationen mellan det framställda och det lärda innehållet och inte på att analysera lärarnas uppfattningar eller deras kunskap i ämnet. Denna begränsning innebär att det är innehållet som är det centrala i min studie och som kommer att analyseras ur olika perspektiv. 45 elever och två lärare deltog i undersökningen. Data består av videoinspelade lektioner, lärarnas individuella genomgång, sekvenser när lärarna tillsammans med mig tittade på och diskuterade den individuella genomgången samt intervjuer med eleverna. Elevernas prov utgör en viktig del i samlandet av data. Det variationsteoretiska perspektivet ger mig teoretiska begrepp som fungerar som analysverktyg för att tolka det empiriska materialet i min studie. Tillämpningen av variationsteori har gjort det möjligt att analysera lärandet ur två perspektiv, nämligen vad som erbjuds och vad som erfars i ett innehåll. I det erbjudna lärandeobjektet har lärarnas undervisningshandlingar analyserats som uttryck för de aspekter, delar och helheter som eleverna erbjuds att urskilja samt deras relation till varandra. Det framställda innehållet i läromedlet har analyserats utifrån samma princip, det vill säga genom att identifiera fokuserade aspekter, delar och helheter samt deras relation till varandra. Därefter har analysen fokuserat på att identifiera de variationer som öppnas upp eller begränsas i lärarens och läromedlets framställning av objekten för lärande. På så sätt kunde de aspekter som är möjliga att urskilja utifrån framställningen av lärandeobjekten identifieras och relateras till mönster av variation. Elevernas erfarande har studerats som uttryck för de aspekter, delar och helheter som urskiljs när de löser olika uppgifter samt hur dessa aspekter relateras till varandra. De aspekter som blir urskiljda och sättet på vilket detta görs, har gjort det möjligt att identifiera vilka aspekter som är kritiska för elevernas lärande. Resultaten visar att komplexa dimensioner av variation öppnas upp i det innehåll som eleverna erbjuds. Det förefaller vara vad som här kallas för konvergenta variationer som leder till ett mer fullständigt lärande. Det är denna variation som gör det möjligt för eleverna att göra generaliseringar inom varje objekt för lärande (ekvationer och funktioner) och mellan dessa lärande objekt. Dessa generaliseringar kvarstår, trots att man arbetar med nya lärandeobjekt. Dessutom kan det konstateras att parametrar, den obekanta storheten i en ekvation och funktionens argument är kritiska aspekter i elevens lärande och att meningen med dem ändras flera gånger när lärare presenterar innehållet i klassrummet och när eleverna löser olika uppgifter. Vidare demonstreras att huruvida funktionens argument framträder i explicit eller implicit form kan ha avgörande betydelse för om läraren i sin framställning av lärandeobjekten och elever i sitt erfarande av dem skiljer eller inte skiljer en funktion från en ekvation.

Made available in DSpace on 2016-06-02T20:02:51Z (GMT). No. of bitstreams: 1 4860.pdf: 5242866 bytes, checksum: 5e92d592a327abbd0f89da2dbf416582 (MD5) Previous issue date: 2012-03-26 / The difficulty of students in learning concepts of mathematics especially at high schools is current problem in Brazilian schools. This difficulty is a challenge even bigger as the different high school systems are considered, for example, the technical professional high schools. Such challenge for two classrooms of first grade (10th grade in K-12) of a technical course in environmental studies motivated the proposal of this dissertation. The research work explored a teaching methodology of the concept of function that would show to the student the importance of this concept in a technical course, while offering an opportunity to know about the mathematics modeling that uses functions, especially those from school curriculum. The final results of this dissertation consisted of working sheets that were planned, executed and evaluated in two classrooms. The worksheets are formatted so that they can be used by teachers who share the same challenge and interest in developing research to improve the teaching/learning mathematics at high - school level. The proposed activities are based on mathematics modeling of problems in the context of the students course, and on the educational use of a graphic calculator to construct tables, graphs and regression curves. The official documents from Ministry of Education (MEC) about curriculum standards and some theoretical references have been used for our reflections about the differences between traditional teaching style and new educational trends, and about the potential of technology to improve the learning. The work presents also a study of the concept of function that supported the planning of the proposed classroom activities. / A dificuldade de aprender conceitos matemáticos principalmente no ensino médio é um problema presente nas escolas brasileiras. Esta dificuldade se apresenta como um desafio maior quando se consideram as diferentes categorias de ensino em nível médio, por exemplo, uma escola técnica profissionalizante. A proposta deste trabalho foi motivada por este desafio para duas turmas do primeiro ano do curso técnico de meio ambiente. A pesquisa deste trabalho consistiu na exploração de uma metodologia de ensino do conceito de função que mostre ao aluno a importância deste conteúdo num curso técnico, oferecendo uma oportunidade de adquirir conhecimento sobre a modelagem matemática de problemas por meio de funções, em especial das funções constantes no currículo escolar. O trabalho apresenta como resultado final as atividades propostas e testadas nas duas turmas, em formato que possam ser utilizadas e aproveitadas por professores que tenham o mesmo desafio e interesse na pesquisa da melhoria de ensino/aprendizagem em nível de ensino médio. As atividades elaboradas se baseiam na metodologia de modelagem matemática aplicada dentro da resolução de problemas contextualizados e no uso auxiliar da calculadora gráfica para construir tabelas, gráficos e expressões por métodos de regressão. O trabalho apresenta um embasamento teórico para a pesquisa realizada, primeiro por meio de documentos oficiais do Ministério da Educação (MEC) que determinam os parâmetros para os conteúdos do currículo escolar, além de bibliografia que permitiu tecer reflexões sobre as diferenças entre o ensino tradicional e tendências modernas, o potencial da tecnologia como auxiliar para melhorar o aprendizado. O trabalho apresenta também um estudo teórico do conteúdo de funções, necessário para fundamentar as atividades de sala de aula realizadas.

Submitted by Eunice Nunes (eunicenunes6@gmail.com) on 2018-09-17T21:34:46Z No. of bitstreams: 2 DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) / Approved for entry into archive by Eunice Nunes (eunicenunes6@gmail.com) on 2018-09-17T21:35:08Z (GMT) No. of bitstreams: 2 DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) / Approved for entry into archive by Eunice Nunes (eunicenunes6@gmail.com) on 2018-09-17T21:36:04Z (GMT) No. of bitstreams: 2 DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) / Made available in DSpace on 2018-09-17T21:36:14Z (GMT). No. of bitstreams: 2 DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) DissFMGD.pdf: 5584383 bytes, checksum: a1c7f3be1865a53b851640fd3b5643c9 (MD5) Previous issue date: 2015-06-11 / Não recebi financiamento / This work presents a didactic proposal for the classes of affine and quadratic functions in elementary school. From our experiences in the teaching profession, we noted that the study of this content requires experimentation and contextualized activities. The study of affine and quadratic functions in basic education is of great importance for abstraction capacity development, solving practical problems and helps to get skills of comparing results, recognizing the characteristics of these functions. Our work is not intended to define affine and quadratic function, but to develop the perception ability of the results that leads to graphs and charts building and can be confirmed using the GeoGebra software. This activity was implemented in two classes of the ninth year of elementary school at Colégio Batista Brasileiro in Bauru. To do this we need four classes of 100 minutes and 1 class of 50 minutes. This is a didactic sequence that requires the use of computers and of the GeoGebra software / Este trabalho apresenta uma proposta didática para as aulas de funções afim e quadrática no ensino fundamental. A partir de nossas experiências no exercício da docência observamos que o estudo desse conteúdo necessita de atividades de experimentação e contextualização. O estudo de funções afim e quadrática no ensino fundamental é de grande importância para o desenvolvimento da capacidade de abstração, resolução de problemas práticos do cotidiano e ajuda a adquirir habilidades de comparar resultados, reconhecendo as características dessas funções. Nosso trabalho não tem como objetivo definir função afim e quadrática, mas desenvolver a capacidade de percepção dos resultados que levam a construção de gráficos e tabelas, podendo ser confirmados utilizando o software GeoGebra. Esta atividade foi aplicada em duas turmas do nono ano do ensino fundamental de uma escola particular chamada Colégio Batista Brasileiro em Bauru. Para isso foram utilizadas 4 aulas de 100 minutos e 1 aula de 50 minutos. Trata-se de uma sequência didática que requer o uso de computadores e do software GeoGebra.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-10-11T18:51:01Z No. of bitstreams: 1 DissLSC.pdf: 11398801 bytes, checksum: cc16fd83109503a52839256a9f8c624c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:18:54Z (GMT) No. of bitstreams: 1 DissLSC.pdf: 11398801 bytes, checksum: cc16fd83109503a52839256a9f8c624c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:19:01Z (GMT) No. of bitstreams: 1 DissLSC.pdf: 11398801 bytes, checksum: cc16fd83109503a52839256a9f8c624c (MD5) / Made available in DSpace on 2016-10-21T12:19:09Z (GMT). No. of bitstreams: 1 DissLSC.pdf: 11398801 bytes, checksum: cc16fd83109503a52839256a9f8c624c (MD5) Previous issue date: 2016-09-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This paper reports the idealization, planning, construction and implementation of activities for the study of quadratic functions and geometric probability for classes of 9th grade of elementary school. It also presents the analysis of the activities undertaken by pupils and conclusions about the proposed objectives and goals achieved. The main objective of the developed activities is to provide students a better learning content covered and issues through a playful approach, interactive and motivating. The specific objectives are to develop the ability to translate a mathematical problem in mathematical language, manipulate algebraic expressions, estimates and comparisons, develop mathematical knowledge as knowing how to express and calculate the area and perimeter of plane figures, calculating probabilities of random events, solve quadratic equations, plotting graphs of quadratic functions and manipulate the software or the GeoGebra application. For this we have created a game of darts adapted and activity sheets containing instructions, questions, tables, graphs, calculation exercises, optimization problems and graphic constructions scripts applied to GeoGebra. The methodology used was the Didactic Engineering. The activities were implemented in two classes of 9th grade of elementary school in two different schools, one class at a school in the municipal school of Bauru, São Paulo, and another class of a school in the state school system the city of Agudos, state of São Paulo. During the application were used 12 50-minute lessons in two classes, with six days of double classes, in which students actively participated in all activities. Our work makes reference to the National Curriculum Parameters (PCN) and other documents governing the teaching of mathematics in public schools in Brazil. We recommend and authorize reproduction of these activities for didactic purposes. / Esta dissertação relata a idealização, o planejamento, a construção e a aplicação de atividades para o estudo de funções quadráticas e probabilidade geométrica para turmas de 9.o ano do ensino fundamental. Também apresenta as análises das atividades realizadas pelos alunos e as conclusões acerca dos objetivos propostos e dos objetivos alcançados. O objetivo principal das atividades elaboradas é proporcionar aos alunos uma melhor aprendizagem dos conteúdos e temas abordados através de uma abordagem lúdica, interativa e motivadora. Os objetivos específicos são desenvolver a capacidade de traduzir um problema matemático na linguagem matemática, manipular expressões algébricas, fazer estimativas e comparações, desenvolver conhecimentos matemáticos como saber expressar e calcular a área e o perímetro de figuras planas, calcular probabilidades de ocorrência de eventos aleatórios, resolver equações quadráticas, traçar gráficos de funções quadráticas e manipular o software ou o aplicativo GeoGebra. Para isto criamos um jogo de dardos adaptado e fichas de atividades contendo instruções, questões, tabelas, gráficos, exercícios de cálculos, problemas de otimização e roteiros de construções gráficas aplicadas ao GeoGebra. A metodologia utilizada neste trabalho foi a Engenharia Didática. As atividades foram aplicadas em duas turmas de 9.o ano do ensino fundamental de duas escolas diferentes, sendo uma turma de uma escola da rede municipal de ensino de Bauru, estado de São Paulo, e outra turma de uma escola da rede estadual de ensino da cidade de Agudos, estado de São Paulo. Durante a aplicação foram utilizadas 12 aulas de 50 minutos nas duas turmas, sendo 6 dias de aulas duplas, nas quais os alunos participaram ativamente de todas as atividades. Nosso trabalho tem como referência os Parâmetros Curriculares Nacionais (PCN) e outros documentos que regem o ensino de matemática nas escolas públicas do Brasil. Recomendamos e autorizamos a reprodução destas atividades para fins didáticos.

<p>The advent of advanced communication technologies has given rise to large-scale networks comprised of numerous interconnected agents, which need to cooperate to accomplish various tasks, such as distributed message routing, formation control, robust statistical inference, and spectrum access coordination. These tasks can be formulated as distributed optimization problems, which require agents to agree on a parameter minimizing the average of their local cost functions by communicating only with their neighbors. However, distributed optimization algorithms are typically susceptible to malicious (or "Byzantine") agents that do not follow the algorithm. This thesis offers analysis and algorithms for such scenarios. As the malicious agent's function can be modeled as an unknown function with some fundamental properties, we begin in the first two parts by analyzing the region containing the potential minimizers of a sum of functions. Specifically, we explicitly characterize the boundary of this region for the sum of two unknown functions with certain properties. In the third part, we develop resilient algorithms that allow correctly functioning agents to converge to a region containing the true minimizer under the assumption of convex functions of each regular agent. Finally, we present a general algorithmic framework that includes most state-of-the-art resilient algorithms. Under the strongly convex assumption, we derive a geometric rate of convergence of all regular agents to a ball around the optimal solution (whose size we characterize) for some algorithms within the framework.</p>

本研究旨在探討如何設計以建構主義為基礎的網際網路合作學習環境，以研發二次函數網際網路課程，並藉由實驗研究法分析在網際網路合作學習情境中，不同的學習型態與認知風格對於學習成效之影響，最後以質性研究法探討學生合作互動歷程之認知模式及相關影響因素，並分析學生學習二次函數易犯之錯誤類型。 本研究使用之研究方法包括學習軟體研發、實驗研究法、問卷調查法、晤談法、及內容分析法。研究者首先研發及評量「二次函數網際網路課程」，並隨機選擇國民中學二年級學生60名為研究對象，依學習型態及學生認知風格分成內控單獨組、外控單獨組、內控合作組、外控合作組、內外控混合合作組等五組進行教學實驗。俟教學實驗後進行紙筆測驗、問卷調查、及晤談，研究者並搜集學生在電子白板上的對話進行內容分析。根據研究結果分析，本研究主要之結論如下： 一、網際網路合作學習環境有助於學生學習數學二次函數概念在網際網路合作學習環境中，提供合作的視覺學習環境，協助學習者多重轉化代數表徵成為幾何表徵的動態網頁，使學習者在不同條件脈絡中進行比較、反思，以了解二次函數中代數與幾何的關係，已有具體的教學成效。 二、 在網路學習環中，不同認知風格的學生在個別學習效果上有差異存在在網際網路個別學習環境中，內控組的學習成效顯著優於外控組。即在網際網路學習環境中，採用個別學習策略，具外控取向特質的學習者，學習成效不佳；而具內控取向特質的學習者，有較佳的學習成效。 三、在網路學習環境中，不同認知風格的學生在合作學習效果上未有顯著差異存在在網際網路合作學習環境中，內控合作組、外控合作組、及內外控混合合作組的學習成效無顯著差異。研究顯示透過合作學習可提升外控取向學習者的學習成效，淡化認知風格對學習者的影響。 四、 網際網路合作學習互動歷程為個人建構、群體澄清、知識重構、群體重構的認知改變模式在網際網路合作學習互動歷程中，個人先形成自我的知識概念，並將個人建構的基模公開呈現與他人分享，當個體的認知概念間產生差異時，合作群體間即產生質疑，並提出澄清，經澄清後合作群體彼此協商，重構知識、統合意見並產生共識，即成為合作小組的認知概念。 五、 同儕模式的網際網路合作學習方式缺少高支持性鷹架結構以同儕為基礎的網際網路合作學習環境中，因學生的先備知識不足及溝通技巧的缺乏，容易產生錯誤概念的學習及習得片斷的知識。是以，針對年齡小或能力低的學習者所設計的網際網路合作學習課程，教師的參與討論與互動是必要的，以能提供學習者高支持性鷹架結構。 六、 在網際網路合作學習環境的互動歷程中，外控取向學習者佈題的行為多於內控取向學習者研究中發現外控取向學習者佈題的行為多於內控取向學習者，內控取向學習者解題的行為多於外控取向學習者。 根據研究結果，本研究提出下列建議，以供教學者、教學媒體設計者、教育行政單位、及後續研究者之參考： 一、應整合學科專家、教育專家、電腦網路程式設計師、美術專業人士以研發更符合學習者需求的網路課程。 二、宜針對學習者特性提供不同的網路教學策略，使建構的網際網路課程更符合學習者的需求。 三、在網際網路合作學習環境中，課程設計應以討論情境、分享知識、及解決問題為主，始能提升合作成效。 四、宜訂定網路界面設計標準及評鑑指標，以做為網路課程發展的依據。 五、在網際網路合作學習環境中，教師應適度參與學生的討論活動，提供鷹架支持的功能。 六、應加強國家整體網路基礎建設，使能改善網路教學品質，提高學習成效。 / The Purpose of this study is threefold.　One is to explore how to design a quadratic function internet curriculum in the internet computer-based collaborative learning environment, based on constructivism. Second, learning effects of different learning styles and cognitive styles in the internet collaborative learning context are analyzed through empirical research methods. Third, the students' cognitive modes and other relative factors in the collaborative learning interaction process, as well as the students' frequent error types in learning quadratic functions, are identified and analyzed through qualitative research methods. The research methods adopted in this study include the development of learning software, empirical research methods, questionnaires, interviews, and content analysis. The researcher first developed and assessed the "internet curriculum of quadratic functions", and selected 60 second graders of a junior high school as research subjects, according to the students' learning and cognitive styles, and categorizing them into the group of internal locus of control with individual learning, the group of external locus of control with individual learning, the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning to implement teaching experiments. After the experiments were finished, the research conducted a written test, questionnaire surveys, and interviews. Besides, the students' dialogue data on Bulletin Board System was collected and analyzed. Based on the analysis results of this study, the main conclusionsare as follows: 1. Internet collaborative learning environment facilitates students learning the concepts of quadratic functions. In the environment of the internet collaborative learning, interactive web pages provide visualized collaborative learning context, assist learners to transform algebraic representation into geometric representation, and give learners opportunities to compare and rethink in different conditions about the relations of algebra and geometry in quadratic functions.　All of which have been proved to have concrete learning effects. 2. In the environment of the internet learning, individual learning effect differences exist among students of different cognitive learning styles. In the environment of the internet individual learning, learning effects of the external control group are better than those of the internal control group. In other words, learners with external locus of control, using individual learning strategies do not have good learning effects.　However, learners with internal locus of control have better learning effects. 3. In the environment of the internet learning, there is no significant differences among students with different cognitive styles. In the environment of the internet collaborative learning, the learning effects among the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning show no significant differences.　This study shows collaborative learning help improve the learning effects of learners with external locus of control, and ease the impacts of cognitive styles on learners. 4. The interaction process of the internet collaborative learning is a cognitive revolution of individual construction, group clarification, knowledge reconstruction, and group reconstruction. In the interaction process of the internet collaborative learning, individuals form self knowledge concepts, and shares their self-constructed sckema with other people. When individual cognitive differences occur, there will be questioning, clarifying, negotiating, reconstructing the knowledge, integratingopinions, and reaching common agreements, which will become the cognitive concepts of the collaborative group. 5. Peer collaborative learning on the internet lacks highly-supportive scaffolding structures. In the context of peer collaborative internet learning, it is easy for students to learn incorrect concepts and incomplete knowledge content, owning to their insufficient prior knowledge and communication skills. Therefore, in designing the internet collaborative learning curriculum for young or incompetent learners, it is a must to involve the teachers to join the discussion and interaction, in order to provide learners highly-supportive scaffolding structures. 6. In the interaction process of the internet collaborative learning, learners with external locus of control have more problem posing behaviors than those with internal locus of control. The study finds that learners with external locus of control have more problem posing behaviors than those with internal locus of control. On the other hand, learners with internal locus of control have more problem solving behaviors than those with external locus of control. Based on the research results, this study proposes the following suggestion for the reference of teachers, educational media designers, education admonitions, and future researchers: 1. Discipline experts, education experts, internet engineers, computer programmers, art designers should cooperate to develop the internet curricula which meet learners' needs more perfectly. 2. Different internet teaching strategies should be provided based on learners' characteristics, in order to make the constructed internet curricula meet learners' needs more perfectly. 3. In the environment of internet collaborative learning, syllabus design should be mainly on discussing situations, sharing knowledge, and solving problems, in order to facilitate collaboration effects. 4. It is better to set the internet interface design standards and evaluation indexes to provide a basis for the internet curricular development. 5. In the environment of the internet collaborative learning, teachers should attend students' discussions when needed, functioning as scaffolding support. 6. National Information Infrastructure should be improved to have higher internet learning quality and thus to enhance learning effects.