Beyond word-problems and textbooks - Using reading generatively in the mathematics classroom

Sep 22, 2026

The monograph articulates what it means to “read rich mathematical texts generatively” and how such experiences inform mathematics instruction. Based on descriptive study of selected episodes from four secondary mathematics classrooms, it draws on action research by a collaborative team of teachers and researchers in mathematics education and reading education. The approach is developed through theoretical discussion, classroom vignettes, and analysis of all 18 RLM episodes, addressing learning opportunities, reading processes, and teacher orchestration.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages128

Reading Time45 min

AccessFree to download

Introduction

Theoretical framework

Reconceived goals for school mathematics

Recent directions in the theory and practice of rea

AUTHOR TITLE SPONS AGENCY PUB DATE CONTRACT NOTE PUB TYPE EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME Siegel,Marjorie;And Others Beyond Word-Problems and Textbooks:Using ReadingGeneratively in the Mathematics Classroom.National Science Foundation,Arlington,VA.Mar 96MDR-8851582 126p.;Paper based on the study reported for the"Reading to Learn Mathematics for Critical Thinking"project.Reports -Research/Technical(143) MF01/PC06 Plus Postage. Action Research;*Case Studies;Cooperation; *Educational Strategies;Interdisciplinary Approach;*Mathematics Instruction;Reading;SecondaryEducation;Teaching Methods The purpose of this monograph is to articulate whatit means to "read rich mathematical texts generatively"and theimplications such experiences might have for mathematics instruction,based on a descriptive study of selected episodes developed in foursecondary mathematics classrooms.These "reading to learnmathematics"(RLM)episodes were the result of action researchdeveloped by a collaborative team of mathematics teachers andresearchers in mathematics education and reading education.Thenature and implications of this approach is developed throughout themonograph in a number of complementary ways.First,the views ofmathematics instruction and reading that inform the proposed approachto reading mathematics are articulated.The approach is thenillustrated by means of two classroom vignettes which are furtherexamined in the light of both transactional reading theory and howthese experiences contributed to achieving the new vision for schoolmathematics promoted by current reform movements.The theoreticalargument and empirical findings reported suggest that,though not theonly valuable way to capitalize on reading in mathematics instruction,this approach can provide mathematics teachers with anovel and powerful instructional strategy with which to support thereform of mathematics instruction current1y called for by manyconstituencies.(Author/JRH) ☆☆☆**☆☆****六**六*☆*****☆************☆☆*☆**☆☆*☆☆六☆☆六*☆****☆☆☆☆*☆***☆☆*☆***Reproductions supplied by EDRS are the best that can be made* ☆from the original document.☆ ☆**☆*☆*☆☆****☆***☆☆*☆☆*☆*☆☆*☆☆*☆★☆六☆☆☆☆☆*☆☆☆☆☆☆☆☆*☆☆*☆☆☆☆☆☆☆☆☆**☆☆☆*☆* ED 403144 的。R # Beyond word-problems and textbooks:Using reading generatively in the mathematics classroom Marjorie SiegelTeachers College,Columbia University Raffaella BorasiUniversity of Rochester Judith FonziUniversity of Rochester Constance F.SmithState University of New York at Geneseo March 1996 PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL U.8.DEPARTMENT OF EDUCATIONOMice ol Educational Research and ImprovementEDUCATIONALRESOURCES INFORMATIONCENTER (ERIC) R.ras Tnis document has been reproduced asreceived from the person or organizationortginating it. □ Minor changes have been made to improve Ieoroduction quality. ·Points of viewor opinionsstatedin ths document do not necessarily represent oficialOERI posfion or policy. TO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC) The study reported here was supported in part by a grant from the National Science Foundationfor the project “Reading to Learn Mathematics for Critical Thinking”(award\#MDR-8851582).Any opinions,findings,and conclusions or recommendations expressed in this monograph arethose of the author(s)and do not necessarily reflect the views of the National Science Foundation. 2 BESTCnPY AVAA8 ARIF Beyond word-problems and textbooks:Using reading generatively in the mathematics classroom ## Abstract The purpose of this monograph is to articulate what it means to "read rich mathematical textsgeneratively”and the implications such experiences might have for mathematics instruction,basedon a descriptive study of selected episodes developed in four secondary mathematics classrooms.These “reading to learn mathematics”(RLM)episodes were the result of action researchdeveloped by a collaborative team of mathemati

FAQs

What does “reading rich mathematical texts generatively” mean in this monograph?

It refers to creating learning opportunities through reading mathematics-related texts with generative, meaning-focused strategies informed by transactional reading theory.

How was the study conducted across classrooms?

The research used a descriptive study of selected episodes developed through action research in four secondary mathematics classrooms, involving collaboration between teachers and researchers.

Which research questions does the monograph address about the reading episodes?

It examines what learning opportunities students gained, what and how students read, and how classroom teachers orchestrated these reading experiences.

Sep 22, 2026

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