| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 102 === The purpose of this study was using mathematical modeling to improve the 7th graders’ competencies, especially mathematical modeling processes and meta-cognition. This study adopted the design research method, and the subjects were 32 7th graders in an average class, for about eight months of mathematical modeling teaching experiments. Experiments were divided into two stages, the first stage used the translation of foreign modeling activities for teaching experiment, focused on teachers encountered the difficulties and solved strategies were discussed in mathematical modeling activities; the second stage used modeling activities prepared for research group, and explored the students’ modeling processes and the impact of modeling activities on the students’ meta-cognition. Data collection included teacher’s teaching logs, students’ working sheet in modeling activities, students’ reporting posters of the main task, meta-cognitive ability scale, classroom video recording and student interviews records. Qualitative data based on content analysis, quantitative data with SPSS software by t-test.
The results showed that: First, the modeling activities compliance with mathematics curriculum and student life experiences, plus teacher’s rehearsal before the class, and even helped teachers implement the teaching of mathematical modeling; peer exchanges or class discussion even helped students’ complete mathematical modeling tasks. Second, the student’s mathematical modeling processes basically conformed to DISUM mode, some students even developed to the validating stage, the final exposing stage yet surfaced. Third, mathematical modeling activities significantly enhanced the students’ meta-cognition.
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