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Reading Mathematics: More Than Words Can Say.
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Reading Mathematics: More Than Words Can Say. (2003)Reading Mathematics: More Than Words Can …An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation (2017)An analysis of the mathematic…What are Student Teachers’ Perceptions in the Use of Home Languages in the Teaching and Learning of Mathematics? (2015)What are Student Teachers’ Pe…The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary (2015)The Language of Mathematics: …How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension (2015)How strategic use of L1 in an…“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes (2015)“Reading” Paintings: Evidence…Language and the Multisemiotic Nature of Mathematics. (2011)Language and the Multisemioti…Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both? (2006)Mathematics Intervention for …Characterizing Reading Comprehension of Mathematical Texts (2006)Characterizing Reading Compre…Are You Really Going to Read Us A Story? Learning Geometry Through Children's Mathematics Literature (2006)Are You Really Going to Read …National Council of Teachers of Mathematics (1979)Elementary and Middle School Mathematics: Teaching Developmentally (2010)Adding It Up: Helping Children Learn Mathematics (2013)Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016)Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers (2018)Handbook of reading research (1991)Preventing Reading Difficulties in Young Children (1998)Creating a Middle School Mathematics Curriculum for English-Language Learners (2008)Language as social semiotic : the social interpretation of language and meaning (1978)Case Study Research: Design and Methods (1984)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Characterizing CLIL teaching: new insights from a lower secondary classroom (2018)English Learners in K–12 Mathematics Education: A Review of the Literature (2018)Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts (2023)Naturalistic inquiry (1985)Handbook of Qualitative Research (1994)Qualitative research and case study applications in education (1998)Strategies of Discourse Comprehension (1985)International Handbook of Mathematics Education (1997)Comprehension: A Paradigm for Cognition (1998)Understanding mathematics textbooks through reader-oriented theory (2010)Reading mathematics for understanding—From novice to expert (2014)Investigating Reading Literacy in PISA 2018 Assessment (2021)Introduction to functional grammar . By M. A. K. Halliday London & Baltimore: Edward Arnold, 1985. Pp. xxxv, 387. (1989)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Reading images: the grammar of visual design (1996)Language As Social Semiotic (1978)Making content comprehensible for English language learners : the SIOP model (2000)The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review (2007)Thought and language (1962)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012)Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status (2013)The Common Core State Standards in Mathematics (2015)Improving Language Comprehension to Enhance Word-Problem Solving (2019)
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Cited by

  • 2015The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary217 cited
  • 2006Characterizing Reading Comprehension of Mathematical Texts103 cited
  • 2017An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation101 cited
  • 2015How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension58 cited
  • 2006Are You Really Going to Read Us A Story? Learning Geometry Through Children's Mathematics Literature55 cited
  • 2006Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both?54 cited
  • 2011Language and the Multisemiotic Nature of Mathematics.20 cited
  • 2015“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes17 cited
  • 2015What are Student Teachers’ Perceptions in the Use of Home Languages in the Teaching and Learning of Mathematics?3 cited

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