Shahid Rajaee Teacher Training UniversityTechnology of Education Journal (TEJ)2008-044114420200922The investigation of the effect of computer supported collaborative learning (CSCL) environment and dynamic mathematics software on trigonometric problem solving skillThe investigation of the effect of computer supported collaborative learning (CSCL) environment and dynamic mathematics software on trigonometric problem solving skill867875136210.22061/tej.2020.5964.2312FAN.MohammadhasaniDepartment of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, IranS.AsadiDepartment of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, IranJournal Article20200312<strong>Background and Objectives:</strong> Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of a high school students; However, the evidence show the lack of attention to the Problem solving and its applications in Iranian mathematics instruction, and the evidence for this claim is the poor results achieved by Iranian students in international exams. One reason is relying on inefficient teaching methods and neglecting to design learning environments based on modern technologies; Learning environments based on the findings of learning sciences and the learner-centered approach. One of the technology-based environments that broadly supports learning interactions is Computer Supported Collaborative Learning (CSCL). CSCL is the new usage of computers in education to facilitate collaborative learning through computers and explores how computers can help learners in small groups in learning communities. In addition, the use of math software is another important element of enrich environments in math instruction and enhances students' ability to deeply understand various concepts and their aspects in life; In particular, dynamic mathematical software that strengthens multiple representations and make divers in learning methods, making learning faster and deeper. In previous studies, no research has been done to investigate the effect of combining two factors of collaborative learning and dynamic mathematical software, especially in online learning, so the aim of this study was to investigate the effect of designing a computer-based collaborative learning environment and the dynamic math software on problem solving skills. <br /><strong>MethodS:</strong> This study was performed by a pre-test and post-test experimental design. The statistical population was all 10th grade male students in Nazarabad city of Alborz province in the academic year 2017-2018. The statistical sample was selected by multistage cluster sampling (n = 96) and the participants were randomly assigned to three groups. The instructional design model for all three groups was Jonasson's model of constructivist and problem-based learning environments. In the control group, the participants learned by mentioned model in conventional method, the experimental group 1 used the model through individual learning using dynamic mathematics software and in the experimental group 2; the model was integrated with CSCL using dynamic mathematics software. The research tool was research-made test of mathematical problem-solving skill. The ANOVA test was used to analyze the data. <br /><strong>Findings:</strong> The results confirmed that, although learning in CSCL environment (M=16.33) and individual learning using dynamic mathematics software (M=14.2) are both effective in enhancing students' math problem solving skills, the effect of CSCL was more than the individualized learning method (P <0.05). <br />The present study also emphasized on the appropriate instructional design of the learning environment with adherence to the principles of the theoretical framework adopted, as in the present study for all groups Jonasson's model of constructivist and problem-based learning was used to design the environment. <br /><strong>Conclusion:</strong> According to the results, CSCL design and dynamic mathematics software can be used to increase the mathematical problem solving skills.<br /> <strong>Background and Objectives:</strong> Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of a high school students; However, the evidence show the lack of attention to the Problem solving and its applications in Iranian mathematics instruction, and the evidence for this claim is the poor results achieved by Iranian students in international exams. One reason is relying on inefficient teaching methods and neglecting to design learning environments based on modern technologies; Learning environments based on the findings of learning sciences and the learner-centered approach. One of the technology-based environments that broadly supports learning interactions is Computer Supported Collaborative Learning (CSCL). CSCL is the new usage of computers in education to facilitate collaborative learning through computers and explores how computers can help learners in small groups in learning communities. In addition, the use of math software is another important element of enrich environments in math instruction and enhances students' ability to deeply understand various concepts and their aspects in life; In particular, dynamic mathematical software that strengthens multiple representations and make divers in learning methods, making learning faster and deeper. In previous studies, no research has been done to investigate the effect of combining two factors of collaborative learning and dynamic mathematical software, especially in online learning, so the aim of this study was to investigate the effect of designing a computer-based collaborative learning environment and the dynamic math software on problem solving skills. <br /><strong>MethodS:</strong> This study was performed by a pre-test and post-test experimental design. The statistical population was all 10th grade male students in Nazarabad city of Alborz province in the academic year 2017-2018. The statistical sample was selected by multistage cluster sampling (n = 96) and the participants were randomly assigned to three groups. The instructional design model for all three groups was Jonasson's model of constructivist and problem-based learning environments. In the control group, the participants learned by mentioned model in conventional method, the experimental group 1 used the model through individual learning using dynamic mathematics software and in the experimental group 2; the model was integrated with CSCL using dynamic mathematics software. The research tool was research-made test of mathematical problem-solving skill. The ANOVA test was used to analyze the data. <br /><strong>Findings:</strong> The results confirmed that, although learning in CSCL environment (M=16.33) and individual learning using dynamic mathematics software (M=14.2) are both effective in enhancing students' math problem solving skills, the effect of CSCL was more than the individualized learning method (P <0.05). <br />The present study also emphasized on the appropriate instructional design of the learning environment with adherence to the principles of the theoretical framework adopted, as in the present study for all groups Jonasson's model of constructivist and problem-based learning was used to design the environment. <br /><strong>Conclusion:</strong> According to the results, CSCL design and dynamic mathematics software can be used to increase the mathematical problem solving skills.<br /> https://jte.sru.ac.ir/article_1362_5d369a0790369b6f73bc21536b408ce2.pdf