最後，研究者亦依據研究結果對未來之相關研究提供建議。 ;In recent years, Ministry Of Education in Taiwan has promoted 108 syllabus, and we have seen more and more literacy-oriented question types in Comprehensive Assessment Program for Junior High School Students, CAP. Therefore, students’ mathematical "metacognitive ability” and "problem solving process" are also extremely important. In order to ensure that the students in the school are not left behind, the teaching methods of "mathematical modeling" and "technology-assisted" were used to plan the research framework of this experiment, hoping to improve the students′ dilemma of mathematical problem solving. The purpose of this research was to combine "mathematical modeling" and "metacognitive ability", and use "technology-assisted" mathematics teaching, to explore whether junior high school students in eighth grade can use this kind of teaching to improve mathematics metacognitive ability and mathematical problem solving course. We used “Schoenfeld′s problem of mathematical problem-solving process” as "mathematical modeling" method and compiled the problems of each process, and provided students with problem-solving practice and post-testing of mathematical problem-solving performance. In addition, explanation videos were used as a technological aid for students to understand the questions at home. The research objects were two classes in the school, the experimental group (9 people) and the control group (11 people). The total number of lessons were 13 and each one was 45 minutes. The research data contained quantitative data and value data, which were separately "metacognitive scale" for pre-teaching and post-teaching tests, and "post-tests of performance in mathematics problem solving (geometric series and arithmetic series) " for post-test questions. After the research data was processed and analyzed, the research results are as follows: 1. "Emphasizing the influence of metacognitive Technology-assisted modeling-based math instruction teaching" enhances students′ mathematical “metacognitive ability”. 2. "Emphasizing the influence of metacognitive Technology-assisted modeling-based math instruction teaching" can significantly improve students′ mathematics “metacognitive ability”. 3. Compared to “General mathematics problem solving teaching”, "Emphasizing the influence of metacognitive Technology-assisted modeling-based math instruction teaching" can significantly improve students′ mathematics “problem-solving process”.
Finally, the researcher also makes suggestions for future related research based on the research results, and teaching practices are also discussed.
