The purpose of this monograph is to articulate what it means to "read rich mathematical texts generatively" and the implications such experiences might have for mathematics instruction, based on a descriptive study of selected episodes developed in four secondary mathematics classrooms. These "reading to learn mathematics" (RLM) episodes were the result of action research developed by a collaborative team of mathematics teachers and researchers in mathematics education and reading education. The nature and implications of this approach is developed throughout the monograph in a number of complementary ways. First, the views of mathematics instruction and reading that inform the proposed approach to reading mathematics are articulated. The approach is then illustrated by means of two classroom vignettes which are further examined in the light of both transactional reading theory and how these experiences contributed to achieving the new vision for school mathematics promoted by current reform movements. The theoretical argument and empirical findings reported suggest that, though not the only valuable way to capitalize on reading in mathematics instruction, this approach can provide mathematics teachers with a novel and powerful instructional strategy with which to support the reform of mathematics instruction currently called for by many constituencies. (Author/JRH)