本研究目的在探討數學閱讀的內涵及其理解模式，研究者以文獻探討與先導研究做為基礎，用國小四年級數學「角度」為素材，以高雄市336位學生進行調查，研究顯示： 數學閱讀有特定的學科閱讀技能，包含數學先備知識、數學圖示理解、數學詞彙符號理解、和數學作圖程式理解。在本研究中，以認知因素為主的數學閱讀理解模式，除學科特定閱讀技能外，尚包含一般語文理解與理解與數學閱讀背景知識，其模式適合度與簡約性都很適切。 根據結論，分別對學科閱讀模式建立和實務教師提供建議。

　　　　　The purposes of this study were to develop a model of mathematics text reading comprehension by investigating the specific traits inherent in the mathematical reading as well as its related influencing factors; On the basis of both the literature review and the pilot study. The material utilized was the angle unit in the fourth-grade mathematics text. The groups of research subjects in the study, 336 elementary students in Kaohsiung. The research subjects formed the basis for the analysis of the mathematics reading comprehension skills. The main findings from this research are as follows. Mathematics reading was shown to have specific content-area reading skills, including prior knowledge of mathematics, reading comprehension for mathematical illustration, a good understanding of mathematical vocabulary and symbol, in concert with comprehension of procedural knowledge for plotting. In addition to the specific content-area reading skills, mathematical reading comprehension was comprised of reading comprehension, along with background knowledge of content-area reading skills, mathematical reading comprehension was comprised was comprised of reading comprehension, along with background knowledge of content-area reading. In relation to personal factors, mathematical reading comprehension had moderate correspondence with students' cognition. According to the above findings, suggestions were provided pertinent to the content-area reading model and teachers' teaching.