Defining mathemagenics as adjunct aids that can be used in textual situations to enhance learning, this paper places a new perspective on mathemagenics research as well as on practical considerations derived from that research. Specifically, the paper addresses two questions: (1) Which explanatory concepts--degree of processing, selective learning, or rehearsal and integration--are best at describing the processes that are operative in mathemagenic situations? and (2) What practical advice can be given about the appropriate use of adjunct aids in prose learning situations? Through a review of the literature the paper concludes that selective learning can play a major explanatory role, not only theoretically but also in the practice of improving prose learning through mathemagenics. (FL)