Reading to Learn Mathematics: New Connections, New Questions, New Challenges.

TLDR

Traditionally, mathematics instruction involves minimal reading, limited to textbook consults and specialized problem‑solving, but recent trends have integrated diverse reading experiences into math teaching. The study aims to demonstrate that all teachers should promote reading in mathematics, arguing that shifting focus from written products to the writing process can uniquely enhance subject‑matter learning. The authors propose embedding writing experiences in math lessons, emphasizing the writing process over the final product. They find that treating writing as a learning mode that stimulates and shapes thinking makes it integral across all content areas.

Abstract

Mathematics is one area of the curriculum where, traditionally, little reading and occur the few exceptions being some rare consultations of the textbook, the very specialized reading necessary for the solution of the word problems, and the schematic required in responding to assigned technical exercises. In the past few years, however, mathematics and educators, alike, have begun to weave a variety of experiences into mathematics instruction [Rose, 1989]. Part of the rationale for introducing into the content areas is the belief that improving students' ability is the responsibility of all teachers, not just English teachers. But more importantly, proponents of the writing across the curriculum' ' movement argue that experiences can make a unique contribution to students' subject matter learning if the instructional focus shifts from the written product to as a process. When thought of as a mode of learning which stimulates and shapes thinking, becomes integral to all content areas.