本研究主要目的即探討如何透過數學閱讀增進高中學生數學學習的表現與能力，在教師即研究者將數學閱讀融入既有數學課堂的行動研究過程中，除了記錄行動教師本身所面臨的困難及因應策略，並剖析學生的學習歷程和感受，並藉此反思數學閱讀教學的可能性及有效性。
研究對象為社會組學生，研究進行時間為二年級下學期至三年級上學期。藉由三次三面向的行動研究環：分析與規劃教學問題、實踐教學歷程、反思課程教學記錄及學生課堂回饋資料的蒐集與分析，研究結果發現：
(一) 第一次行動研究環中發現，教師不易掌握所提出問題之難易度，教師克服此困難的方式除藉自身經驗調整問題外，也給予學生提問的機會。第二次行動研究環中發現，學生對「提問」及「澄清」閱讀策略較不熟悉，教師在研究過程中需透過教學示範及學生分享，協助針對此二項策略進行能力加強，讓學生在「提問」至「澄清」的過程中更能完整閱讀。第三次行動研究環在試圖提升學生「提問」至「澄清」的過程中發現，教師難以從學生角度思考「自我提出問題，如何自己澄清問題」此學習盲點的情況下，經小組討論及反覆操作，自我澄清的幫助效果雖有進步但仍然有限。
(二) 多數學生在研究初始對數學閱讀能抱持正面的學習態度，並展現積極的學習行為。其學習成效及課堂回饋均較為豐富，教師在課堂中可藉助此氛圍持續進行教學。但研究進行至第二循環時，少數同學因察覺閱讀是需花費相對較長的時間學習，並抱持講述法是高效率的學習之信念，開始顯現缺乏耐心閱讀的情況，主要還是倚賴老師最後的講解。因此教師在進行教學時需考慮兩造學生的看法，拿捏同學發表及教師講解的時間比例。
(三) 在三次行動研究環中學習數學閱讀策略後，可發現有半數的學生在學生上較能擺脫對教師的依賴，在學會閱讀策略的使用下，面對閱讀將具備更多信心及意願。

The research aims to discuss the possible role and position of mathematics reading in senior high school. The instructor attempted to combine mathematics reading with math teaching. Through the action research, the instructor records the difficulties and the solutions. Besides, the researcher analyzes the students’ learning process and feedback to examine the possibility of teaching mathematics reading.
The object of the action research is the students majoring in social science from spring semester in 2014 to fall semester in 2014. The instructor designed the multiple action research cycles consisting of: (1) designing questions in lesson planning; (2) teaching in class; (3) collecting and interpreting the students’ feedback. The result shows that:
In the first action research cycle, the instructor found it difficult to ask appropriate questions. The students could have posted questions themselves. In the second action research cycle, the students were not familiar with questioning and clarifying. The instructor should sharpen the two strategies by demonstrating and the students’ sharing. In the third cycle, the self-clarifying effect was enhanced but limited because the instructor could not perceive the students’ learning needs.
In the beginning of the action research, most of the students held a positive attitude toward mathematics reading. Therefore, they provided rich feedback and showed a better performance. The instructor took this advantage and continued this method. Nevertheless, a few students had a belief that lecture is the more effective way to facilitate their learning and that learning how to read consumes more time, so they became a little impatient and relied on the instructor’s lecture. As a consequence, the instructor should consider the two different opinions and control the time of the student’s sharing and his lecture.
After the three action research cycles of learning mathematics reading strategies, half of the students are more willing to solve questions independently instead of completely relying on the instructor. They are more confident to read mathematics questions since they have learned to apply the four reading strategies.

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