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The purposes of this research were to study the status of mathematics instruction related to mathematical modeling to solve the real-life problems of students and teachers in lower secondary schools. This research was conducted by studying the following topics: (1) beliefs related to mathematical modeling among students and teachers; (2) the ability to solve the real-life problems of students; (3) the status of mathematics teaching activities via real-life problem solving among teachers. The target group consisted of forty grade eight students in the second semester of the 2019 academic year, including six mathematics teachers at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) and Ramkhamhaeng University Demonstration School (Secondary). The target group were selected using purposive sampling. The research instruments of this study were: (1) beliefs related to mathematical modeling questionnaire; (2) the real-life problem solving abilities test; (3) the status of mathematics teaching activities via problem solving interview form. The data were analyzed by mean and standard deviation. The research results indicated the following: (1) their beliefs related to the mathematical modeling of students and teachers were at a moderate level; (2) when students were assigned to solve real-life problems, they did not give precedence to understanding real-life problems prior to taking action. As a result, they could not find any linkage or relationships between important information or conditions required by real-life problems to find solutions. As a result, students could not set up mathematical models that were suitable for real-life problems. Also, they did not interpret the solutions obtained from the mathematical model into solutions for real-life problems; (3) teachers had a correct understanding of the characteristics of mathematics teaching activities via real-life problem solving. Nonetheless, there were very few teaching activities for students or no such activities had ever been organized.
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