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.