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)

The problems of using formalistic methods in the instruction of mathematics to elementary level children are discussed. Precision in mathematical language is not seen as a useful instructional tool, and functional modes of communication are stressed. (MP)