This article summarizes research conducted in Gifted Algebra I and Gifted Precalculus classes in a public, suburban high school in spring 2002, which investigated the importance of reading and writing in understanding mathematical principles. The classroom teacher supplemented traditional numerical problem solving with vocabulary quizzes, reading assignments, and problems which required the students to explain the processes they would use and why in answering math problems. Results of this project showed substantial increases in comprehension of the reasoning behind math concepts and problems in both experimental groups as opposed to the control group. Nine appendixes include: sources for reading, vocabulary checklist surveys, concept surveys, and survey results. (Author/SM)