摘要：As part of a larger body of research designed to explore the modeling processes of
prospective mathematics teachers, this study aims to investigate the perceptions of prospective elementary
mathematics teachers on model eliciting activities and their effects on mathematics learning. After
activities completed, two focus groups of three have been interviewed and videotaped. The transcription of
conversation of each group was examined and qualitatively analyzed for the common themes. Findings
indicated that prospective mathematics teachers’ perceptions toward working through a model eliciting
activity are as follows: (1) ambiguity of model eliciting activities, (2) positive effects on mathematical
learning, (3) their usability in any age and grade-level, and (4) ways to effectively use them
