A content analysis of reading strategies in teacher editions of mathematics textbooks

Content area reading skills are critically important to students if they are to comprehend and understand subjects such as math, social studies, or science. The purpose of this study was to conduct an in-depth analysis of mathematics textbooks, specifically focused on analyzing teacher editions of mathematics textbooks with the goal of identifying, categorizing, and synthesizing content area reading strategies embedded in these textbooks. Literacy research, as well as other research in math, science, and humanities, shows that content area reading strategies support student learning across the curriculum. In particular, reading and understanding mathematics and mathematics textbooks is dependent on applying strategic reading skills. Content analysis methodology was used to examine six teacher editions of mathematics textbooks to find and explore embedded reading strategies. Results from the data analysis and synthesis reveal that very few reading strategies are integrated in the teacher editions of mathematics textbooks examined. Recommendations for specific reading strategies, as well as suggestions for strategic placement of those strategies, are provided. The results of this study could improve the teaching of mathematics and students' comprehension of mathematics concepts and principles