Reading in mathematics: Middle school mathematics teachers’ beliefs and practices

Abstract

The purpose of this descriptive study was to investigate mathematics teachers’ beliefs about the role reading plays in mathematics learning and about their role in helping students deal with the reading of mathematics. Ninety‐nine middle grades mathematics teachers responded to the Mathematics and Reading Questionnaire designed to address these issues. Results indicated that the mathematics teachers who participated in the study were generally undecided in their beliefs about the role reading plays in mathematics learning and about the role they should play in helping students deal with the reading of mathematics. Their undeddedness is consistent with the fact that the teachers tended not to view their reading in the content area courses as being beneficial to mathematics teachers.