本研究旨在探討國三與高一學生在數學中的系統思考技能表現。本研究兼採立意和方便抽樣，選擇程度中上的學校，取樣自五所北部國中和三所北部高中，總計738份有效樣本（113名國三學生和625高一學生）。本研究採問卷調查法，透過不同答題類型的發生率和得分率分析整體學生系統思考技能表現，並藉由卡方檢定和獨立樣本 t 檢定檢驗國三學生與高一學生之系統思考技能表現是否存在差異，兼採質性與量化方式進行分析和報導。本研究發現，由系統思考技能的角度來看，整體學生在辨識/創建元素子技能的表現最差，其次為辨識/創建關係子技能，而分析/構築系統子技能的表現最佳；面對給定的目標，學生難以辨識關鍵元素並考量數學面向，導致辨識/創建元素子技能的表現較差。另一方面，由數學過程的角度來看，形成過程中，國三與高一學生在三項系統思考子技能的表現均無顯著差異；運用過程中，高一學生在三項系統思考子技能的表現均顯著優於國三學生；詮釋過程中，高一學生僅在辨識/創建關係子技能的表現顯著優於國三學生，而兩者在辨識/創建元素子技能和分析/構築系統子技能的表現無顯著差異。此外，學生自行構築整體系統時，因需將系統的目標納入考量，並需綜合三項子技能來設計系統，導致整體學生的系統思考技能表現較差，而國三與高一學生在三項子技能的表現並未有顯著差異。

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