This article discusses a project that was undertaken to introduce first year undergraduate mathematics students to written and spoken forms of mathematical discourse. Initial research focuses on language use in mathematics teaching and learning materials, lectures, tutorials and journals which publish different types of mathematics content. This research led on to the development of a coursebook, in which different articles for students to study were collected. In it students are introduced to macro- and micro-genres often used by mathematical writers and to particular grammatical patterns commonly encountered. Thus, the coursebook seeks to introduce students to the discursive practices of mathematics and to raise critical awareness of how mathematics may become part of, or may contest, hegemonic social practice.