Exploring and addressing the challenges of reading mathematics -

Abstract

Ages 5-18.

Proficiency in reading mathematics is important for several reasons. Firstly, we have to read before we perform any calculation in mathematics, whether that involves decoding symbols, interpreting instructions or reading a word problem or proof. Secondly, we need to be proficient readers to independently learn or revise new information. Thirdly, in society, proficient readers in mathematics are better able to access, understand and critique mathematical evidence in the media, employment and elsewhere.

In this workshop, I will present some research on reading mathematics, particularly focussing on learners’ use of textbooks, which are typically the principal reading resource in the mathematics classroom. I will use textbooks from other subjects to exemplify how some of the challenges that are considered mathematics-specific, such as multiple meanings and representations, are also present in other subjects.

I will also consider some aspects that are unique to reading mathematics that will potentially lead to the common belief that “reading mathematics is hard”. In particular, I will explore the role of symbols in mathematical reading and will use a cognitive model to explain why symbols might be problematic for learners, and how this could be addressed. In the final part of the workshop, I will show how strategies from various areas within the education literature could be applied to support mathematical reading development, including self-explanation and active reading using concept maps and purposeful highlighting. Throughout the workshop, participants will engage in interactive activities and explore examples of relevance for teachers of both younger and older learners.