RUME 28
2026
Alexandria, Virginia
Readers’ Movement of Attention Through a Calculus Text
Page: 512
Mathematics textbooks demand specialized forms of literacy, yet little research has examined how readers actually move through them. Drawing on the concepts of agency and didactical disciplinary literacy, this paper explores how readers allocate attention across textbook components and the reasons they give for doing so. We also propose an “attention continuum” in which shifting patterns of engagement represent agentive choices. These findings highlight how textbook reading intertwines literacy practices, disciplinary positioning, and agency, offering new insight into mathematics learning.