wiskundelesen

Wiskundelesen is an educational approach that integrates reading instruction with mathematics teaching to develop mathematical literacy. It treats understanding mathematical texts, word problems, and argument structures as essential components of mathematical competence, alongside procedural fluency. The term combines wiskunde, the Dutch word for mathematics, with lezen, meaning to read, and it is commonly discussed in Dutch-speaking schooling communities.

Origin and scope: The concept emerged in Dutch-speaking education in the late 1990s and 2000s as researchers and educators sought to improve comprehension of math-related texts. It is applied across primary and secondary curricula and is often implemented as a cross-curricular element rather than a standalone subject, with emphasis on linking language skills and mathematical reasoning.

Practice and methods: Core practices include explicit vocabulary instruction, analysis of text structure, paraphrasing problems, extracting what is being asked, translating statements into mathematical models, and scrutinizing graphs and diagrams. Collaborative discussion, guided questions, reading prompts, and tasks that require written explanations of reasoning are used to connect linguistic cues with symbols and calculations.

Goals and evidence: The aim is to bolster both reading comprehension of mathematical texts and problem-solving ability. Proponents argue it reduces misinterpretation and supports transfer of skills to new contexts; research reports mixed results, with gains more likely when wiskundelesen is integrated with strong mathematics teaching, clear rubrics, and ongoing professional development.

Variants and related terms: Related approaches include mathematical literacy, mathematical communication, and text-focused mathematics instruction. Variants are adapted to age group, language, and curriculum, and often rely on curated problem sets and assessment rubrics to measure progress.