本研究旨在探討不同類型的閱讀理解提示是否會影響中學生數學建模問題的表現與閱讀興趣，並檢驗閱讀理解提示的方式、數學知識以及自覺閱讀策略對數學建模能力的影響，並依照建模能力對臺灣中學生的分群得知臺灣中學生建模能力的現況。基於此研究目的，本研究對臺灣228名八年級學生施測無閱讀理解提示以及兩種閱讀理解提示介入的數學建模問題、數學知識測驗以及閱讀情意與策略量表，共有223個有效樣本。研究發現：(1)閱讀理解提示的有無與種類皆無法顯著影響建模能力；(2)閱讀理解提示的有無與種類皆無法顯著影響閱讀興趣；(3)數學知識顯著地正向影響建構情境模型、假設變數、建構數學模型以及數學計算共四項建模能力。自覺閱讀策略僅顯著地正向影響假設變數的能力；(4)臺灣八年級學生的建模能力現況共分為三種，其中在三種建模能力分群中，僅數學知識的平均表現有顯著差異。由以上結論可推論閱讀理解無法對建模表現產生影響，數學知識到達一定程度後也無法再對建模表現產生影響。本研究建議教師可使用閱讀策略教學以提升臺灣中學生相對較弱的假設變數能力，並提出可能尚有變數會影響建模能力待釐清，仍需後續研究的共同努力。

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