**Question**: How does
reading in mathematics differ from ordinary reading?
**Answer/Quote**: “One hears the
expression—every teacher is a teacher of reading—many times, yet there are too
many who teach reading only for reading’s sake. Once a discipline other than
reading is being taught, content frequently takes precedence over reading.” P.
807.

**Quote**: “Generally, it
is a good idea first to read the material in mathematics, as in other subjects,
rather rapidly or at a near normal rate, to get the overall picture and the
main ideas. Then the material should be read more slowly, carefully, critically
and analytically to fill in the details and specifics and to recognize the
existent relationships. Some segments of the material may need to be read
several times, each time with a different purpose. Children need to learn to
look for relevant information, to determine what operations will be needed, to
ascertain if all the information is given, or simply to read digits and
operation symbols to solve a problem.” P. 805.

**Quote**: Mathematical
material is generally characterized by its conciseness, abstractness and
complex relationships. Moulder (1969) maintains, ‘…there are more ideas per
line and per page than in other writing. In mathematics every word is critical
because understanding the precise meaning of a single word may influence the
meaning of an entire passage to such an extent that the reading assignment may
be adversely affected.’ ” P. 805.

**Quote**: “In most
subjects the reading material consists of words. In mathematics the learner
must read and interpret words, letters, charts and graphs, numerals, formulas,
and many different signs and symbols.” P. 806.

**Quote**: “The
vocabulary in mathematics is often technical and specific. If pupils are to
read and study mathematics successfully, teachers must give attention to
vocabulary development.” P. 806.

**Quote**: “At times new
vocabulary must be acquired; many times new meanings or more precise
mathematical meanings need to be developed for familiar words.” P. 806.

**Comment**: *I’m an English teacher. I’ve known many math
teachers and supervisors. I have yet to find a systematic way of reading
mathematics to solve problems. I will be looking for such a system as I read my
professional journals.* *Reading
mathematics is a time to learn how to read SLOWLY*. RayS.

**Title**: “Are You
Teaching Kids to Read Mathematics?” CC Collier and LA Redmond. *The Reading Teacher* (**May 1974**), 804-808.