Reading mathematics differs from reading prose, and needs special treatment by the teacher. Thirteen necessary skills are described; these include knowing what to read next, using mathematical words, seeing and understanding symbols, reading charts, and searching for meaning. Techniques and activities to enhance these skills are discussed. (SD)

Many of the difficulties that students have with mathematical symbolism seem to stem from the use of a horizontal form for an equation and a vertical form for computation. The differences between these two forms are discussed. (JT)

A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)