本研究的主要目的在探究如何將合作學習應用在數學系的微積分教學及其成效。本研究採用行動研究的方式，以數學系21 位學生為研究對象，進行為期16 週的合作學習實驗教學。研究結果發現：(一)教師每週指定個人與小組作業、學生每週利用課餘時間進行小組合作學習、撰寫合作學習歷程檔案及部分試題以全組平均成績當作個人成績是幫助數學系學生進行合作學習的有效策略。(二)合作學習能有效地輔助數學系微積分的傳統教學，提升學生的學習成效。(三)在進行合作學習的歷程中，教師必需協助學生增進團隊工作技能。此外，學習場地、學生的心態與人格特質會影響合作學習的成效。最後依據研究結果，提出相關建議。

With an approach of action research, the present study explored how cooperative learning could be applied to calculus teaching and what effects it would bring. Twenty-one students majoring in mathematics were taught calculus with cooperative learning strategies for 16 weeks. The following findings were obtained from the present study. First of all, four strategies were identified to be effective for cooperative learning, including assigning individual and group homework every week, having students learn cooperatively after class, making students keep a record of their group learning processes, and basing each student’s individual grade on a combination of individual performance and the average score of the group. Second, cooperative learning was shown to effectively facilitate traditional calculus teaching and enhance students’ learning. Furthermore, teachers needed to help students in improving their teamwork skills. The final finding was that both learning space and variations in students’ attitude and personality seemed to limit the effectiveness of cooperative learning. The present study concluded with some suggestions for improving mathematics teaching and recommendations for further studies in this area.