This review of recent literature, focusing on the integration of mathematics and reading, highlights three reading stances within mathematics classrooms. The first stance, reading problems, highlights the scope-and-sequence, transmission approach to learning mathematics, where the purpose of reading is to figure out how to solve an immediate mathematical problem. The second stance, reading mathematics, focuses on understanding the language of mathematics and often includes diverse texts. In the third stance, reading life, students extend their mathematical understanding to sociopolitical issues, particularly issues that affect students' daily lives. This review concludes by suggesting a source of text for reading life: environmental print.