This research aims to investigate efficacy of using a mathematical modeling-based program that involves applications of (interactive computer – augmented reality), and its role in developing mathematical proficiency strands among sixth grade students in Palestine. The research sample consisted of (112) students, divided into three groups: The first experimental groups was (37) students, they learned mathematics using a mathematical modeling-based program that involves applications of interactive computer; the second experimental group was (37) students who learned mathematics using a mathematical-modeling-based program that involves applications of augmented reality; while the third group was a control group, consisted of (38) students who learned mathematics according to the usual method. Two research tools were prepared: A test of mathematical proficiency strands that includes (conceptual understanding, procedural fluency, strategic competence and adaptive reasoning); and a questionnaire to measures productive disposition. The research findings showed that - in the test of cognitive mathematical proficiency and the questionnaire of productive disposition - there are statistically significant differences (α=0.05) between the averages of the three groups, in favor of the two experimental groups.