Mathematics learning is not only determined by mathematical contents, but also by reading strategies that students apply to comprehend the mathematical tasks. Although studies in mathematics education have shown that reading strategies are positively related to mathematics learning, the relation may not be linear as widely believed. Recent research in language assessment has found that the association between reading strategies and reading performance fluctuates as language proficiency increases, a pattern metaphorically called the Island Ridge Curve (IRC). Inspired by the IRC, we hypothesize that the relation between reading strategies and mathematics learning also fluctuates in the pattern of the IRC as students' reading proficiency increases. To verify this assumption, we used a public dataset of 529,091 15-year-old students (M = 15.79, SD = 0.29) from 77 countries/territories. Results of multilevel mixture regression analysis indicated that reading strategies (in our case, understanding and memorizing strategies) are related to mathematics learning through reading proficiency and this relation fluctuates like the IRC. Implications for applying IRC to reading strategies instruction in mathematics education are discussed. (170 words).

数学学习不仅取决于数学内容，还取决于学生理解数学任务所采用的阅读策略。尽管数学教育研究表明阅读策略与数学学习正相关，但这种关系可能并不像人们普遍认为的那样是线性的。最近的语言评估研究发现，阅读策略和阅读表现之间的关联随着语言能力的提高而波动，这种模式被称为岛岭曲线 (IRC)。受 IRC 的启发，我们假设阅读策略和数学学习之间的关系也会随着学生阅读能力的提高而在 IRC 模式中波动。为了验证这一假设，我们使用了一个包含 529,091 名 15 岁学生的公共数据集（M = 15.79，SD = 0.29）来自 77 个国家/地区。多层次混合回归分析的结果表明，阅读策略（在我们的例子中，理解和记忆策略）通过阅读能力与数学学习相关，并且这种关系像 IRC 一样波动。讨论了将 IRC 应用于数学教育中的阅读策略教学的意义。（170 字）。