補救教學的效果經常受到質疑，目前又面臨到推動十二年國民基本教育下擴大實施的重大政策，有其隱憂。至於其他常見疑慮，則尚包刮參與者常被視為成績低落、教學力求趕上進度、目標僅止於補不足、評量時甚至自動降低要求標準、無適當教材等。數學建模教學所採取的概念架構（Lesh & Doerr, 2003），旨在引導學生面對真實（authentic）世界。可納入中小學的真實情境題材，例如：「從綠島出發到阿里山與花蓮太魯閣四天旅遊怎樣安排比較好」？建模教學中的第一步驟「引模」，能讓低程度學生避開數學先備知識的不足與信心低落，透過生活經驗即可參與學習。再者，探模所強調的理解問題情境與進一步將問題模型化為現行數學教育所占比例過低之處，更是培養學生成為未來公民所需的分析與決定能力。

Often the time the effect of remedial education has been questioned, particularly when facing the k-12 education policy is on the way. Other common concerns include whether the participants are often regarded as under-achieved; the assessment used tended to lower down the required standard, and there are few adequate materials available. The conceptual framework adopted for Mathematical modeling instruction （Lesh & Doerr, 2003） aims to guide students to face the real- life situations. For example, “What is a better way to arrange the journey to travel from Green Island to Ali Mountain and Taroko for four day”. The first step, model-eliciting, allows students to avoid the low level of mathematics’ to use their deficit prior knowledge and low confidence; instead, to participate in learning through life experiences. Furthermore, modeling-exploring, with lower proportion in current math textbook, is to develop students to become more capable of making decisions through analyzing the problem situations to be a better future citizen.