本研究主旨在探討準教師數學建模的歷程。依據此目的，選擇某師範大學數學系26位準教師作為研究對象。在實驗活動中將其分為五組，以小組討論的方式進行。從準教師數學建模過程中錄音、錄影及原案資料，分析準教師數學建模的歷程。
研究方法採取質性的研究方式，以質的詮釋性研究探究準教師數學建模的機制。將數學建模過程分成「抽象化」、「形式化」與「系統化」三個部分作為分段分析。主要研究結果如下：
1. 「抽象化」過程主要的影響因素在於數學經驗的提取以及考慮因素的複雜性。準教師在提取數學經驗以及簡化因素下的小組較易形成理想模式。
2. 「形式化」過程包含了模式表徵的轉換，在此過程中模式的操作以及數學知識的連結是形成數學模式與操作的重要關鍵
3. 動態幾何軟體提供準教師可以對理論模式進行模擬與操作及猜測與驗證。而由此所發出展的輔助元件與數學概念交互影響促使準教師建構系統化的結構觀點。
4. 在建構模式過程中，從複雜情境到數學模式中間有兩種不同的情境模式：物件-模式與操作-模式。情境模式蘊含著形成數學模式的概念。
依據研究之結果，建議未來進行數學建模活動或教學中，應考量學生的經驗，是否激發學生提取數學經驗以及是否能夠提供數學概念連結的機會。未來的研究則可以針對數學建模能力的發展或從不同數學單元，以不同的電腦軟體等方向進行相關研究。

一、中文部分
左台益、蔡志仁(2001)。高中生建構橢圓多重表徵之認知特性。科學教育學刊。9(3)，281-297。
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黃哲男(2002)。於動態幾何環境下國中生動態心像建構與幾何推理之研究。國立臺灣師範大學數學研究所碩士論文，台北市。
楊凱琳、林福來(2006)。探討高中數學教學融入建模活動的支撐策略及促進參與教師反思的潛在機制。科學教育學刊，14(5)，517-543。
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蔡志仁(2000)。動態連結多重表徵視窗環境下橢圓學習之研究。國立台灣師範大學數學研究所碩士論文，台北市。

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