Abstract
This case study discusses the prior experience of two mathematics teachers in solving word problems; the relationship between literacy activities and word problems; attitudes of the teachers toward the word problems and literacy activities in mathematics classroom; and variables that affect how well the students can learn to solve the word problems in mathematics classroom. This study concentrates on whether there is a different type of literacy necessary for success in mathematics beyond comprehension. In other words, the focus will be on whether a student\'s reading skill develops differently if the student is also developing a mathematical literacy. Finally, discussion will center on importance of using literacy activities in mathematics classroom and mathematical literacy.
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