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The major purpose of this study was to select and design a collaborative mathematical activities curriculum for the seventh grade students in junior high school. Through practicing the curriculum, students’ attitude toward mathematics learning was better understood, and the feasibility, limitations, and improvement strategies of mathematical activities were also explored. Qualitative research as well as single pretest-posttest design case study was applied. Seven mathematical activities were conducted in a group of thirty-six students. Data was collected through worksheets, feedback, pretest-posttest questionnaires, interview, observation, and videotaping. The collected data was analyzed by using pair sampled t-test, descriptive statistics analysis and qualitative research method. The major findings of this study include: 1) Collaborative mathematical activities were found contributed to enhance interest in learning mathematics. 2) Students had more confidence in learning mathematics because of collaborative mathematical activities. 3) Collaborative mathematical activities were considered by students as a way to improve interaction with their peers. 4) Collaborative mathematical activities would make students able to explore knowledge actively. 5) Collaborative mathematical activities did not reduce students’ anxiety significantly. 6) The effect of collaborative mathematical activities curriculum served to enhance the cognition of usefulness of mathematics was not significant. 7) Collaborative mathematical activities curriculum would benefit remedial instruction. The collaborative mathematical activities curriculum was refined based on teaching reflection to acknowledge its feasibility and limitation. Suggestions toward future researches were also proposed.
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