摘要：While addition and subtraction is a key mathematical skill for young children, a typical activity for them in
classrooms involves doing repetitive arithmetic calculation exercises. In this study, we explore a collaborative
way for students to learn these skills in a technology-enabled way with wireless computers. Two classes,
comprising a total of 52 students in Grade 4 (ages 10 or 11) participated in the study. They used the Group
Scribbles software to run an adapted version of the ¡°Cross Number Puzzle¡± that was designed with the
¡°feedback¡± mechanism to assist students¡¯ problem solving. In one class, students played the game individually
and in the other class, students played the game collaboratively. The low-ability students in the collaborative
class were found to have made the most significant progress in arithmetic skills through playing this game.
Three dominant interactive collaboration patterns, one contributing to productive interactions and two to less
productive interactions, were also identified in the students¡¯ collaboration.
关键词：Computer-supported collaborative learning, feedback mechanism, Cross Number Puzzle, computing ability
