Interdisciplinary practice between literacy and mathematics is necessary given current curricular expectations and lifelong proficiency needs. Importantly, Reading & Writing Quarterly: Overcoming Learning Differences has been in the foreground of recognizing the value of disseminating information about the relationship between literacy and mathematics to the field. In 2007, the journal published a special issue on Reading Mathematics. In her introduction to this issue, Thomasenia Lott Adams (2007) emphasized that reading mathematics “involves the reading of the language of mathematics itself” (p. 117) to support student learning. This special issue included four articles anchored on reading in and about mathematics. In 2015, Reading & Writing Quarterly published another special issue that extended information shared previously and focusing on: Instructional Support for Language Barriers in the Learning and Teaching of Mathematics. In addition to an introduction by Foote and Kim (2015), this special issue included three articles sharing instructional strategies to support mathematical language in classrooms. It is evident both of these special issues bridging language and mathematics scholarship have made an impact on the field. Both issues yielded articles recognized on the journal’s website (at the time of this publication). For example, “The linguistic challenges of mathematics teaching and learning: A research review” by Schleppegrell (2007) was the 10th most read article in the last three years and fifth most referenced article, while “The language of mathematics: The importance of teaching and learning mathematics vocabulary” by Riccomini, Smith, Hughes, and Fries (2015) was the fifth most read article in the past 3 years and the 10th most referenced article. Clearly, readers want to know more about the connection between literacy and mathematics. It was these special issues that inspired us to develop another special issue on the interconnected role of language and mathematics for learning, building on the knowledge base from the previous publications and extending knowledge to our current educational system. This special issue extends our knowledge related to language and mathematics by sharing ways to support receptive written language (reading) and expressive written language (writing) in mathematics for students with unique learning needs, including students with disabilities and English language learners. We echo the authors in the previous special issues by emphasizing the language of mathematics is unique and requires special attention. Mathematical language integrates numbers, symbols, words, and images in precise and specific ways unique to mathematics. We propose, given these considerations, that supporting students mathematical language development – receptive and expressive, written, and oral/aural – requires understanding of both mathematics and literacy domains. In this current special issue, Mathematics is More than Numbers, the authors draw from expertise from the fields of literacy and mathematics to contribute new knowledge to how we think about and teach reading and writing in mathematics.

中文翻译：

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数学不仅仅是数字：转发到特刊

鉴于当前的课程期望和终身熟练需求，识字和数学之间的跨学科实践是必要的。重要的是，《阅读与写作季刊：克服学习差异》一直处于领先地位，因为它认识到向该领域传播有关读写能力与数学之间关系的信息的价值。2007年，该杂志发表了关于阅读数学的特刊。在对这个问题的介绍中，Thomasenia Lott Adams (2007) 强调阅读数学“包括阅读数学本身的语言”（第 117 页）以支持学生的学习。本期特刊包括四篇关于数学阅读和数学的文章。2015年，阅读& 《写作季刊》发表了另一期特刊，扩展了之前共享的信息，重点关注：数学学习和教学中语言障碍的教学支持。除了 Foote 和 Kim (2015) 的介绍外，本期特刊还包括三篇文章，分享了支持课堂数学语言的教学策略。很明显，这些连接语言和数学学术的特殊问题都对该领域产生了影响。这两期杂志的网站（在出版时）都获得了认可的文章。例如，Schleppegrell (2007) 撰写的“数学教学和学习的语言挑战：研究综述”是过去三年中阅读次数最多的文章第 10 位和引用次数最多的文章第 5 位，而“数学语言：Riccomini、Smith、Hughes 和 Fries（2015 年）撰写的“数学词汇教学的重要性”是过去 3 年中阅读量排名第五的文章，也是引用量排名第十的文章。显然，读者希望更多地了解识字与数学之间的联系。正是这些特刊启发了我们开发另一期特刊，内容是语言和数学在学习中的相互关联作用，以以前出版物的知识库为基础，并将知识扩展到我们当前的教育系统。本期特刊通过分享支持接受性书面语言（阅读）和数学表达性书面语言（写作）的方法，为有独特学习需求的学生提供了与语言和数学相关的知识，包括残疾学生和英语学习者。我们通过强调数学语言的独特性和需要特别注意来呼应作者在之前的特刊中。数学语言以数学独有的精确和特定方式整合了数字、符号、单词和图像。考虑到这些因素，我们建议支持学生数学语言发展——接受和表达、书面和口头/听觉——需要了解数学和读写领域。在本期特刊中，数学不仅仅是数字，作者从读写和数学领域的专业知识中汲取了新知识，为我们如何思考和教授数学阅读和写作贡献了新知识。我们通过强调数学语言的独特性和需要特别注意来呼应作者在之前的特刊中。数学语言以数学特有的精确和特定方式整合了数字、符号、单词和图像。考虑到这些因素，我们建议支持学生数学语言发展——接受和表达、书面和口头/听觉——需要了解数学和读写领域。在本期特刊中，数学不仅仅是数字，作者从读写和数学领域的专业知识中汲取了新知识，为我们如何思考和教授数学阅读和写作贡献了新知识。我们通过强调数学语言的独特性和需要特别注意来呼应作者在之前的特刊中。数学语言以数学独有的精确和特定方式整合了数字、符号、单词和图像。鉴于这些考虑，我们建议支持学生数学语言发展——接受和表达、书面和口头/听觉——需要了解数学和读写领域。在本期特刊中，数学不仅仅是数字，作者从读写和数学领域的专业知识中汲取了新知识，为我们如何思考和教授数学阅读和写作贡献了新知识。和图像以数学独有的精确和特定的方式。考虑到这些因素，我们建议支持学生数学语言发展——接受和表达、书面和口头/听觉——需要了解数学和读写领域。在本期特刊中，数学不仅仅是数字，作者从读写和数学领域的专业知识中汲取了新知识，为我们如何思考和教授数学阅读和写作贡献了新知识。和图像以数学独有的精确和特定的方式。考虑到这些因素，我们建议支持学生数学语言发展——接受和表达、书面和口头/听觉——需要了解数学和读写领域。在本期特刊中，数学不仅仅是数字，作者从读写和数学领域的专业知识中汲取了新知识，为我们如何思考和教授数学阅读和写作贡献了新知识。