本研究以行動研究的方式，蒐集並分析相關資料，並在系統思考的理念之下，以同儕鷹架的理論基礎，對國中三年級學生實施數學日記、合作學習、數學討論等教學策略，過程中觀察學生數學態度的改變，並探討影響學生數學態度改變之因素，以作為國中數學教學之參考。 本研究在實施學三個月(2004/03/01~2004/05/29)之後，所獲結論可分述如下： 一、在學生數學態度的轉變部分： (一)由畏縮退卻轉變為有自信。 (二)由單向接收訊息，轉變為敢於質疑、討論，甚至能更進一步地提出自己的見解。 (三)由原本的低參與度、不主動轉變為主動為同學說明、分享。 (四)由只關心分數與答案的對錯，改變為對數學探究的熱忱並注重理解。 二、影響學生數學態度改變之因素： (一)提供溝通與討論的同儕互動經驗。 (二)提供成功經驗的體驗。 (三)發現數學在生活中的應用性。 (四)獲得深層學習。 (五)配合課程目標與教學的多元的評量方式。 本研究發現：教師在教學時，若能對課程有系統性的瞭解與規劃，透過同儕鷹架，選擇適當的教學策略，以鼓勵代替責備，對學生的數學態度有積極正面的價值。

This study explored how mathematics diary, cooperative learning, and mathematical discussion would affect ninth grade students' math learning attitude. Lasting for about three months (2004/03/01 this 2004/05/29), the study collected and analyzed relevant data while conducting action research. It used systems thinking and peer scaffolding as the theoretical base. We observed the change of student's attitude toward math and probed the factors causing the change. The findings of the study will help teachers reflect on their teaching and develop competence in math instruction. Conclusions based on the results of this indicate that systems thinking increase the quality of the teacher's curriculum/instruction planning and competence of math instruction. Further, instructional strategies such as mathematics diary, cooperative and interactive learning, and mathematical discussion based on systems thinking highly motivated students learning in terms of their attention, participation, interaction, confidence, satisfaction, relevance, and higher order thinking on math learning.