Abstract Recent scholarship on disciplinary literacy calls for an emphasis on teaching discipline-specific language/literacy practices. An understanding of these practices is, therefore, essential to literacy instruction in secondary content areas such as mathematics. This case study examined one mathematician’s reading practices, with a focus on the strategies he used in text comprehension. Data collected include the mathematician’s think-alouds during reading, discussion of his reading think-alouds, and semi-structured interviews. These data were analyzed qualitatively through an iterative process involving multiple readings and identification and refinement of codes. The analysis revealed that the mathematician engaged in extensive reading and employed an array of strategies—rereading, close reading, monitoring and questioning, summarizing and paraphrasing, storying, drawing on prior knowledge and experience, evaluating and verifying, and note-taking and visualizing—to help him make sense of what he read. These findings provide important insights that can inform mathematics teachers’ efforts to support students’ mathematics reading/learning.

中文翻译：

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数学学科素养：一位数学家的阅读实践

摘要 最近关于学科素养的学术研究呼吁强调教授特定学科的语言/素养实践。因此，了解这些实践对于数学等次要内容领域的识字教学至关重要。本案例研究检查了一位数学家的阅读实践，重点是他在文本理解中使用的策略。收集的数据包括数学家在阅读过程中的思考、对他的阅读思考的讨论以及半结构化访谈。这些数据通过涉及多次阅读以及代码识别和改进的迭代过程进行定性分析。分析表明，数学家进行了广泛的阅读，并采用了一系列策略——重读、细读、监控和提问，总结和释义、讲故事、借鉴先前的知识和经验、评估和验证、做笔记和想象——帮助他理解他阅读的内容。这些发现提供了重要的见解，可以为数学教师支持学生数学阅读/学习的努力提供信息。