If you were to look at this figure, you would eventually come to the conclusion that the tacos (T) are $1 and the drinks (D) are $1.50. But in an article about mathematical reading and literacy, Gregory Beaudine shared a story about a different solution. One student offered the idea that if you bought three tacos, you would get a free drink. So looking at the first example, the tacos would be $1.50 and the two drinks would be free. Looking at the second example, you would have four tacos at $1.50 ($6) along with a free drink and the other drink would be $1. He used this example to say that books want what they want, meaning the book wanted the answer that I gave in the beginning. Students may read a question differently, therefore coming up with a different answer.

Beaudine was then curious about mathematical reading and so he looked for talks that involved that as a main point when attending an NCTM conference. In attending these talks, he asked these questions: “Why not teach students to read mathematics textbooks?” and “What would reading instruction look like in mathematics?” They came up with the solution that since reading informational text is a part of many new state standards, they could use math for this. The consensus was that they could teach students mathematical reading and fall in line with the standards.