本研究主要目的有三：（一）、以模式考驗的方式驗證本研究所的『國中生數學學習歷程統整模式』；（二）、以質的研究方法探討學生在數學文字題上所產生的錯誤概念，並探究學生如何建構出正確的數學概念；（三）、編製『後設認知與動機信念訓鍊課程』及『數學文字題解題策略訓鍊課程』，並以教學實驗的方式利用這些課程進行策略教學效果的考驗。
針對上述三大目的，本研究分『研究一』、『研究二』和『研究三』等三部份來進行。研究一是『國中生數學學習歷程統整模式』的驗證。受試是國中二年級80名學生。研究工具包括：後設認知量表、動機信念量表、數學測驗卷、以及數學解題歷程評量表四種。研究所得的資料以線性結構分析統計法來加以分析。結果發現:：得的觀察資料和理論模式適配良好。也就是說，潛在自變項『後設認知』有可能影響潛在依變項『動機信念』和『數學解題歷程』，而且『動機信念』也含影響『數學解題歷程』。研究二是針對學生解題上的錯誤概念進行質的研究。受試為國中二年級55名學生。此項研究採用放聲思考和問題思考法來分析學生解答數學文字題時在語言知識、基模知識、策略知識、及程序性知識等四方面的錯誤概念。研究者並以引導思考教學策略來瞭解學生如何建構出正確的數學概念。研究三是依據研究～『國中生數學學習歷程統整模式』中的重要變項，設計兩種訓練課程進行實驗教學，以考驗策略教學的效果。受試為39名國中二年級數學低成就的學生，經隨機分派成三組。第一組進行的是『後設認知與動機信念訓鍊課程』及『數學文字題解題策略訓練課程』兩種實驗教學；第二組只進行『數學文字題解題策略訓練課程』的實驗教學；而第三組為控制組，進行傳統式的數學文字題教學。實驗結果發現：實驗組一的受試在後測及追蹤研究時，其數學表現均較控制組的受試為佳，表示策略教學有效。這一點顯示『後設認知與動機信念訓練課程』及『數學文字題解題策略訓練課程』對學生的數學學習確實能夠產生學習效果。因此，本研究所提的『國中生數學學習歷程統整模式』在研究一的理論模式上得到驗證，也在研究三的實驗教學上獲得支持。

The purposes of the study were: 1). to verify "the Integrative Model of Mathematical Learning Process for Junior High School Students" developed by the present author; 2). to investigate students' misconceptions in dealing with mathematics word problems with the use of qualitative analysis, and further to explore the ways in which the students construct correct mathematical concept; and 3). to examine the effects of teaching strategies related to "Metacognition and Motivational Belief Training Course" and "Mathematics Word Problem Solving Strategy Training Course".
In order to accomplish these purposes, the study was divided into three parts. Study I was to verify "the Integrative Model of Mathematical Learning Process for Junior High School Students". The subjects contained 80 eighthgrade students. The research instruments administered wefe "Metacognition Inventory", "Motivational Belief Inventory", "Mathematics Tests", and "Mathematical Problem-solving Process Inventory", and the data was analyzed by LISREL. The results indicated that the observed data fitted the aforementioned theoretical' model well. This means that the latent independent variable, "metacognition", may influence the two latent dependent variables, "motivational belief" and "mathematics word problem solving process", arid in turn, the variable "motivational belief" may further influence the variable "mathematics word problem solving process". Study II was related to qualitative analysis involving thinking-aloud and thinking-by-questioning methods. The subjects chosen consisted of 55 eighth-grade students. The study intended to analyze the students' misconceptions of linguistic knowledge, schematic knowledge, strategic knowledge, and procedural knowledge in solving mathematics word problems. In addition, it also investigated how the students taught by thinking-by-guiding strategies form their correct mathematical concept. Study III was a teaching experiment, in which the subjects were 39 eighth-grade underachievers in mathematics. The subjects were randomly divided into the following three groups: in Experimental Group I, subjects took both "Metacognition and Motivational Belief Training Course" and; subjects of Experimental Group n took the "Mathematical Word Problem Solving Strategy Training Course" only; and the Control Group, was taught by traditional teaching methods dealt with mathematics word problems. The findings of Study III showed that Experimental Group I performed better than the Control Group on both the post-experimental and the follow-up mathematics tests. To conclude, based on the findings of Studies I and III, the effects of "the Integiative Model of Mathematical Learning Process for Junior High School Students" is supported.