本研究的目的為探討國中學生在數學中系統思考技能的表現情形，並比較一般生與資優生在系統思考技能的表現結果，透過自編之數學系統思考問卷，內容中題目參考了現行國中、小課本、會考試題，透過不同層級的數學知識以及參考PISA 2022數學架構的純數學與生活情境試題，形成四種不同類型的題目來評量學生的系統思考技能的表現情形。
本研究之研究對象為台北市某國中之八年級的學生，普通班4個班，99人、資優班2個班，45人，總計144份有效樣本。在資料處理與分析時，本研究以透過焦點團體（數學教育專家及研究生）討論先行規劃各題目可能的答案類型與給分方式，設計初始的評分架構及標準，再與另一名數學教育研究生進行評分者一致性信度(Cohen’s kappa)，根據結果進行元架構的調整與修改，之後再對資料樣本進行正式的給分，並透過對學生的回答進行內容分析(Content analysis)。
部分研究結果：
資優生三個子技能（子技能一「辨識/創建元素」、子技能二「辨識/創建關係」、子技能三「分析/構築系統」)在四個大題中的表現除了第2大題APP比一比中的子技能三「分析/構築系統」雖仍優於但未達顯著之外，其他部分幾乎都能達到顯著優於一般生。兩類學生的整體表現從子技能一到子技能三呈現下滑趨勢，而資優生下滑的程度相較一般生來的小，可印證系統思考屬於一種高階的認知能力（林英杰、李文瑜與莊秋蘭，2022），而資優生的認知特質具較佳的分析、推理等能力，在處理系統思考問題的時候具有優勢。另外，一般生與資優生的表現皆受系統思考本身的難度以及學生是否順利引動自身的系統思考影響較大，與題目本身的數學知識層級和數學情境的關聯在結果來看關聯性較小，且若能給予適當的引導下，學生能有較好的系統思考表現。

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