Abstract
This study is focused on analyzing changes of students’ belief in cooperation at secondary school mathematics lessons. We introduced a basic structure of cooperative learning and instructing the value of cooperation into secondary school mathematics lessons, these two experimental studies were conducted. In study 1, mathematics classes with cooperative learning basic structure and appropriate instructing the value of cooperation had been conducted throughout the first semester by the first author. The result shows that cooperative learning enhances students’ positive belief in cooperation through declining individual orientation factor. In study 2, two lecturers, who are our colleagues, had continuously conducted lessons for same grade students with the same cooperative learning methods. Throughout this study, students’ positive belief in cooperation had been improved with decreasing individual orientation scales and inequity scales. Based on the above, cooperative learning basic structure and appropriate instructing the value of cooperation enhances students’ belief in cooperation when introducing multilateral communication between students.
