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The Trial of the Cooperative Learning Models of Two Stay-Two Stray and Talking Stick on Students' Mathematical Communication

机译：两次留下两次流浪和谈论学生数学通信的合作学习模式的试验

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One of the causes of low learning achievement in mathematics is that it has not used various learning models in improving their mathematical communication skills maximally. The purpose of this study is to determine the effect of the use of Two Stay-Two Stray and Talking Stick in mathematical communication skills and to see the differences of influence between the two. This study used an experimental method for eight-grade students of SMP (equals to Junior High School) level. The population of this were 280 eight graders; and two groups were taken randomly as the sample, namely Class VIII A as Experiment I and VIII C class as Experiment II. The results show that Two Stay-Two Stray and Talking Stick give significant effects on students' mathematical communication and there were differences of influence between the two learning models. Therefore, the teacher is expected to provide an evaluation in the form of questions that are routinely conducted at the end of discussion independently. The students shall be given the opportunity to explain the results of the discussion in front of the class to see and to measure the level of understanding. It is also to evaluate the suitability of the discussion results during the presentation.
机译：数学中低学习成果的原因之一是它并未使用各种学习模型来提高其数学沟通技巧。本研究的目的是确定使用两个留下两个流浪和谈话粘附在数学沟通技巧中的效果，并看到两者之间的影响差异。本研究采用了八级学生的SMP（等于初中）水平的实验方法。这是280名年级学生的人口;随机服用两组作为样品，即VIII A类作为实验I和VIII C类作为实验II。结果表明，两个留下的两个流浪和谈话棒对学生的数学通信产生了显着影响，两种学习模型之间存在影响差异。因此，预计教师将以各种讨论结束时经常进行的问题的形式提供评估。学生们有机会解释课堂前面的讨论结果，以查看和衡量理解程度。还要评估介绍期间讨论结果的适用性。

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