本研究旨在探討高一學生數學合作解題的歷程，首先說明的是社會互動學習對 於知識建構的重要性，再探討數學解題的意表與認知歷程。最後，以Schoenfeld數學解題的 認知歷程等相關的理論作為本研究之理論基礎進行探究。 　本研究主要採質的研究方法，以Schoenfeld的解題模式為基礎，並參考研究者在實施非 同步放聲思考法中所得到的結果等資料，編成「解題歷程階段表」，分析學生在合作解題過 程中所涉及的行為階段。 　研究結果發現：學生在經由合作解題訓練的歷程中，學習並體會到Vygotsky所主張知我 的建構係在社會文化情境中透過與人們社會互動而產生。透過合作解題的方式，學生學習到 他人的另類思考方向，也讓自己的解題行為提升，頗符合Vygotsky所提出近側發展區(the zone of proximal development)的發展。

　　　　　This study is aimed to explore the process of senior high school freshmen's mathematical co-problem solving. Initially, it explains that learning through social interaction does put an important influence on knowledge construct. Next, it explores the significance and cognitive process in mathematical co-problem solving. Finally, Schoenfeld's theory of the cognitive process in mathematical co-problem solving and other relevant theories serve as the theoretical basis of this study for further investigation. This study is conducted primarily in qualitative methodology, with Schoenfeld's mode of problem-solving as the basis and with the reference to the consequence of the non-thinking aloud approach. From the above data, the "diagram of problem-solving process stages' is accordingly created to analyze students' behavioral stages involved in the co-problem solving process.. In this study, it is discovered that through the co-problem solving process the students realize and learn Vygotsky's theory that knowledge construct results from people's interaction in the social and cultural contexts and situation. Namely, through the approach of co-problem solving, the students can learn others' Namely, through the approach of co-problem solving, the students can learn others' modes of thought, and they can promote their own ability of problem-solving at the same time. The consequence can satisfy Vygotsky's theory of the zone of proximal development.