عنوان مقاله [English]
The aim of the present study is to examine the lived experience of the modeling cycle students with using a phenomenological approach. For this purpose, a problem called "local bread and city bread" was used that designed upon 3- year experience of the first author who lived in one of the villages located in the south-eastern part of Iran. In this research, purposive sampling was used to achieve data saturation. In this study, a total of 16 ninth grade female students (8 pairs) took part. Data of this Study collected from various sources, including participant observation, student responses, dialogue between teacher and students and semi-structured interviews. These data were analyzed through interpretation. Finding of this study show that students are capable to determine real world problem and they can make a math model for real world problem. Indeed, experience of everyday life of students helps them to visualize and interpret the bread problem. So, important findings of this study are firstly lived experience of students help them to solve the modeling problem, and secondly lived experience can fill the gap between real world and mathematical world.
 Secretariat to produce curriculum, Curriculum Islamic Republic of Iran, The third Edition, research organizations and educational programming, (2009). [In Persian]
 M. Niss, W. Blum, and P. Galbraith, “Part 1: Introduction. In W. Blum, P. L. Galbraith, H. Henn, M. Niss, (Eds.)”,Modelling and Applications in Mathematics Education: ICMI Study 14,New York: Springer, pp.12-13, (2007).
 W. Blum, R.B. Ferri, “Mathematical Modeling: Can It Be Taught And Learnt?”, Journal of Mathematical Modeling and Application, Vol. 1, No. 1, pp. 45-58, (2009).
 A. Karimiyanzadeh, and A. Rafiepour, ‘Ignoring common sense in solving real-world problems’, Journal of Mathematics Education. Training Publications Office, the Research and Educational Planning, Ministry of Education and breeding. Vol. 107, pp 37- 44, (2012). [In Persian]
 K. Abdollahpour, the study levels of competency of modeling in grade 9th and 10th, Master Thesis, Shaid Bahonar university, Kerman, (2012). [In Persian]
 L. Verschaffel, “Taking the modeling perspective seriously at the elementary school level: promises and pitfalls (plenary lecture). In A.D. Cockburn & E. Nardi (Eds.)”, Proceeding of the 26th Conference of the international group for the psychology of mathematics education, Norwich, England University of East Anglia, Vol. 1 , pp. 64-80, (2002).
 G. Kaiser, and B. Schwarz, “Mathematical modelling as bridge between school and university”, ZDM-The International Journal of Mathematics Education, Vol. 36, No. 2, pp. 196-208, (2006).
 R. Borromeo Ferri, “On the influence of mathematical thinking styles on learners’ modeling behavior”, Journal for Didactics of Mathematics, Vol. 31, No. 1, pp. 99–118, (2010).
 C. Haines, and R. Crouch, “Remarks on
a Modeling Cycle and Interpreting Behaviors. In R. Lesh, P. L. Galbraith, W. Blum, & A. Hurford (Eds.)”, Modeling students' mathematical modeling competencies. ICTMA 13. New York: Springer, pp. 145-155, (2010).
 R. Borromeo Ferri, “Theoretical and empirical differentiations of phases in the modeling process”, ZDM-The International Journal of Mathematics Education, Vol. 38, No. 2, pp. 86–95, (2006).
 P. Galbraith, G. Stillman, J. Brown, and I. Edwards, “Facilitating middle secondary modeling competencies. In C. Haines, P. Galbraith, W. Blum, & S. Khan, (Eds.)”, Mathematical modeling (ICTMA12): Education, engineering and economics, (2006).
 P. Galbraith, and G. Stillman, “A framework for identifying student blockages during transitions in the modeling process”, ZDM-The International Journal of Mathematics Education, Vol. 38, No. 2, pp. 143-162, (2006).
 P. Galbraith, G. Stillman, and J. Brown, “Turning ideas into modeling problems. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.)”, Modeling students' mathematicalmodeling competencies New York: Springer, pp. 133-144, (2010).