Perhaps the single greatest difference in applying literacy skills to mathematics as compared to other academic subjects may be in the quantity of words used, but it is certainly not the quality of expression. In the study of mathematics, a single word such as congruent brings to mind a wealth of images, concepts, and applications that are inadequately represented by the common definition: "figures of the same shape and same size." To do justice to this single word requires multiple pages and even chapters of most geometry textbooks. Other examples of small in quantity but rich in meaning are the directional words: solve and simplify. Either of these two words listed singularly at the top of a math assignment initiate a frenzy of activity as students seek to identify like terms, simplify complex expressions using the order of operation and apply the properties of equality to equations. The algebra student quickly learns to recognize that these words imply the use of similar skills to reach significantly different outcomes.

A math student at any grade level will reap the benefits of increasing literacy skills. The student who has excellent decoding skills, a rich vocabulary and the ability to extract information from the written word will frequently enjoy an enhanced learning experience and will have much to contribute to either whole class or small group activities. Literacy skills are frequently supported by activities in the math classroom. Students may approach the often feared word problem by first reading the problem aloud to their neighbors and asking them to draw a picture or diagram that illustrates the situation, or they may use graphic organizers to help them sort out important information from the written text. Teachers may provide hands on experiences such as measuring and constructing that support new vocabulary and add meaning to familiar terms. Students or teachers may initiate peer groups that combine the reading skills of some with the computation skills of others to successfully complete the assignment. The self-esteem of math students is often elevated by the peer recognition they receive when they demonstrate their ability to relay information from what they have read in the text.

A frequently used axiom states that math is the universal language because individuals of diverse cultural backgrounds who speak different languages may still be able to work together to perform complex calculations. In my opinion this experience has some merit but does not allow the participant to experience the true beauty and richness of mathematics. A genuinely fulfilling math experience requires that individuals have the opportunity to perform the calculation and then to express in words what they have discovered. Students of all ages need to have the opportunity to explain either orally or in writing how the learning has affected their understanding of their world and how they might modify or adapt the process in other similar situations, making literacy an important part of the math curriculum.