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"This book is exceptionally readable - - savor it. It will make a difference in your teaching and research. It has mine."
--Patricia Lee Anders, University of Arizona
"This innovative work exemplifies the benefits of cross-disciplinary collaboration. Problem solving, reasoning, communicating, making connections, and representing mathematical relationships take on new meaning with the advent of this work."
-- Frances R. Curcio, Professor of Mathematics Education, New York University
This artful volume extends beyond the traditional concern for reading word problems and math textbooks to consider how reading can support inquiry-oriented mathematics instruction. Drawing on findings of a collaborative action research project, three perspectives on reading are presented, each of which highlights a different way that reading can enhance mathematics learning. Detailed narratives of classroom experiences illustrate these perspectives and show the range of texts, strategies, and reading practices teachers can use to enrich students' understanding of mathematical concepts. Educators who care about broadening students’ conceptions of mathematics will love the innovative ideas presented in Reading Counts.
Raffaella Borasi is Professor of Education in the Warner Graduate School of Education and Human Development at the University of Rochester. Marjorie Siegel is Associate Professor of Education in the Department of Curriculum and Teaching, Teachers College, Columbia University.
