This study explores the instructional implications and educational potential of a new synthesis of reading and mathematics aimed at fostering critical thinking and a deeper understanding of mathematics as a discipline. Building on current research in mathematics education, reading comprehension, and critical thinking, a framework for using "reading to learn mathematics" is developed and implemented in secondary school mathematics classrooms using a collaborative research model. Instructional units which introduce strategies for comprehending mathematical texts other than traditional textbooks from the core of this new synthesis. The study has three phases: (1)conceptual work developing the theoretical framework and instructional implications; (2) professional development for teachers who will implement "reading to learn mathematics" units in their classrooms; (3) collaborative research with teachers on the implementation of these units. Data from audio and video tapes of classroom instruction, in-depth interviews, and case studies will be analyzed to understand how students and teachers interpret and use "reading to learn mathematics" and what students gain from their participation in these experiences. The study will also examine how teachers' beliefs and practices are influenced by participation in collaborative research. The interdisciplinary nature of this research and its emphasis on collaboration will provide insights into teaching-learning strategies which reconceptualize the goals of school mathematics.
