Can cooperative problem-solving strategies with a digital pen system enhance learning accomplishment, mindset, and inspiration in mathematics? Huang and colleagues note that: (1) cooperative problem solving can promote better interactions, discussions, and sharing of knowledge; (2) a digital pen system (DPS) is useful for capturing and storing handwritten math solutions; (3) a teacher can use a DPS to create and print math worksheets, monitor the learning of students, and engage students in brainstorming; and (4) students can use a DPS to take notes, respond to test questions, share ideas, and view learning progress. The authors perform a quasi-experimental study to investigate mastering mathematics by a DPS.
In the quasi-experiment, 64 fourth-graders were assigned to two experimental groups (A and B) and one control group (C). Group A learned through cooperative problem solving and a DPS approach. Group B received training with DPS and normal lectures. Group C used standard pens, paper, and lectures. Each group completed a pre-test of mathematics achievement and a pre-questionnaire on learning motivation and attitude, and then participated in mathematics training for two hours in each of four weeks. Finally, each group completed a post-test of learning achievement and a post-questionnaire on learning motivation and attitude.
ANOVA and ANCOVA methods were used to investigate the results. No significant differences existed before; afterward, Group A seemed to perform better than Groups B and C on mathematics achievement. The teaching methods produced no significant difference in mathematics learning motivation although all three groups exhibited improved attitudes. Given the short duration and limited participants, mathematics educators should weigh in on these results.