Mathematicians

• Read with appropriate directionality (e.g. left to right or top to bottom).
• Re-read and close read for precision of meaning and to detect errors. See Dr. Lara Alcock’s eye-tracking study on differences between mathematicians’ and undergraduates’ reading of proofs for further information.
• Recognise that tier 3 vocabulary (subject-specific vocabulary) in maths is built from Greek and Latin roots, such as: hypotenuse, isosceles, coefficient.
• Read complex syntax (the grammatical arrangement of words in a sentence) which frames mathematical problems, often in the form of a detached passive voice that has a formal and impersonal style.
• Recognise distracting information e.g. a question about the position of three objects may really be about triangles.
  

These are suggestions rather than a definitive list and can be used as a starting point to support and prompt curriculum discussion around disciplinary literacy.