Journal of Mathematics Education © Education for All December 2010, Vol. 3, No. 2, pp.58-66 Semantics and Syntax: A Theoretical Model for How Students May Build Mathematical Mis-Understandings Robert M. Capraro Mary Margaret Capraro William H. Rupley Texas A&M University at College Station, U.S.A. In this manuscript we examine the intersection of reading and mathematics skills to theorize a model that may account for student understandings, whether they be correct or incorrect. The theoretical model relies on research from reading, special education, psychology, mathematics, and mathematics education in the formation of the theoretical framework. By no means is this manuscript intended to draw conclusions but to propose a synergistic and interdependent idea to focus researchers from across several disciplines and to issue a challenge to rigorously explore the model in various contexts with broad levels of implementation. Key words: intersection of reading and mathematics, synergistic and interdependent ideas, teaching and learning. Introduction The need to improve mathematics performance in the U.S. is paramount (Mullis, Martin, & Foy, 2008; Schmidt, Houang, & Cogan, 2002). There have been many attempts to move the U.S. along the continuum toward greater success. These innovations have included research based textbooks (Grant, Kline, & Weinhold, 2002; Li, Ding, Capraro, & Capraro, 2008; McNeil et al., 2006), teacher professional development (Darling-Hammond & McLaughlin, 1995; Schneider, Krajcik, Marx, & Soloway, 2002), and even accountability testing (No Child Left Behind Act, 2002). These by no means cover all the broad spectrum attempts to help students build mathematical proficiency but may encompass the ones receiving the greatest attention whether that yardstick be funding or representation in the extant literature. However, as the US