本研究旨在透過電腦輔助合作學習活動探討國小六年級學生在數學估算上的學習表現；其次則欲瞭解學生對電腦輔助合作學習活動的態度與看法；最後，根據研究結果提出具體建議，提供未來研究與教學應用之參考。
本研究採質、量並重的研究設計方式。以國小六年級學生（33人）為研究對象，使用估算測驗與學習感受量表蒐集量化資料，探討學生的學習表現、態度，以及小組合作的感受。質性資料部分以訪談與實地觀察來瞭解學生在小組合作過程的學習感受與合作表現，並將小組合作討論所呈現之解題內容予以分析，探討學生使用估算策略之情況；最後將各項測驗、學習感受量表等量化資料與訪談等質性資料綜合歸納，探討電腦輔助合作學習活動應用於估算教學之情形，期能從教學現場中，瞭解實施電腦輔助合作學習活動的各項歷程及實施結果。

研究發現如下：
一、多數學生都能使用估算策略解題，但作法以單一估算策略解題為主，只有少部分中、高程度學生能針對同一題使用多重估算策略。
二、接受電腦輔助合作的數學估算學習活動後，六年級學生在估算測驗的表現上有明顯的進步，其中以中、高成就學生進步幅度較大，低成就學生進步幅度較小。
三、經由分析學習感受量表與訪談紀錄，可發現多數學生都能體認估算策略的多元用途，且願意與同儕分享解題作法，並認為電腦輔助合作學習活動能提升學習興趣，活絡小組的合作討論。
四、透過分析小組的互動溝通方式，可發現在電腦輔助合作學習環境下，學生的互動方式可歸納為理想型、領導型、私下交談型及零碎型。

最後根據研究結果，針對教學應用、系統功能與未來研究提出建議。

This study aims to explore the mathematical estimation ability and strategies in CSCL activities with the foundation of the collaborative learning theory. The attitude and opinions of students were also discussed.
One class composed of 33 students in the sixth grade participated in this study. They were from a public elementary school in the suburbs of Taichung County. Both quantitative and qualitative data analyses were performed. Students’ learning outcome, attitude, motivation and interaction were collected and analyzed. This study used pre-test, post-test and retention test to investigate the student immediate result of learning and brought the post-test to measure the effect on students’ learning retention. In addition, questionnaire survey and classroom observation were performed to inquire the effect on estimation ability in CSCL in order to present the multi-dimension point of view.
The findings were as follows:
1.The majority of students can use estimation strategy to solve problems, while only a small number of middle and high level students can use multiple strategies in solving one problem.
2.There was obvious progress in the learning outcome, with it more obvious on middle-level and high-level students and less obvious on low-level students.
3.The CSCL activity promotes learning motivation, engagement, and collaborative attitude.
4.The collaborative models in CSCL activities can be concluded as four types: Ideal, Dominant leader, Tete-a-tete and Fragmented.

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