本研究主要探討運用合作學習教學對國小高年級學生數學學習成效之影響。採準實驗研究法，以新北市某國小103學年度五年級學生為研究對象，為期12週的實驗教學；其中一班為實驗組(共17人)，另一班為控制組(共15人)。實驗組運用合作學習教學，控制組為一般的傳統教學，探討學生在數學學習的態度及學習成就兩部份的學習成效之影響，研究結果如下：
1. 從數學學習成效成績分析結果發現，經過一個學期運用合作學習教學，實驗組在數學學習成就均優於控制組，即運用合作學習教學有助於提升學生的數學學習成就。
2. 從數學學習態度量表前後測結果發現，實驗組在數學學習態度均優於控制組，即運用學習共同體教學有助於提升學生的數學學習態度。
最後，根據研究結果提出運用合作學習教學上的限制，以供實務工作及未來研究參考。
This study focuses on the impact of cooperative learning to use a small country high school students learning effectiveness of mathematics. Mining quasi-experimental research, to the new Taipei a small country school year 103 fifth-grade students for the study, a 12-week experimental teaching; wherein a group of experimental group (17 people), another class of the control group (15 people). Affect learning outcomes of the experimental group using cooperative learning, control group was ordinary, traditional teaching, discussion in two parts attitudes and achievements of students in
mathematics learning, research results are as follows:
1. From the mathematical analysis of the effectiveness of learning achievement was
found after a semester to use cooperative learning, learning achievement in mathematics in the experimental group were better than the control group, namely the use of cooperative learning help to improve students' mathematics learning
achievement.
2. From around mathematics learning attitude scale test results showed that the experimental group were better than in mathematics learning attitude control group, namely the use of teaching learning community help to improve students' mathematics learning attitude.
Finally, according to the results of cooperative learning proposed restrictions on the use of, for substantive work and future research reference.
