Semantics and Syntax: A Theoretical Model for How Students May Build Mathematical Mis-Understandings

In this manuscript we examine the intersection of reading and mathematics skills to theorize a model that may account for student understandings, whether they be correct or incorrect. The theoretical model relies on research from reading, special education, psychology, mathematics, and mathematics education in the formation of the theoretical framework. By no means is this manuscript intended to draw conclusions but to propose a synergistic and interdependent idea to focus researchers from across several disciplines and to issue a challenge to rigorously explore the model in various contexts with broad levels of implementation. Key words: intersection of reading and mathematics, synergistic and interdependent ideas, teaching and learning