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Considering Possibilities to Promote Disciplinary Literacy Instruction in Mathematics
Author(s) -
Enderson Mary C.,
Colwell Jamie
Publication year - 2021
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.1146
Subject(s) - coursework , practicum , mathematics education , literacy , curriculum , discipline , pedagogy , computer science , psychology , sociology , social science
In this article, we use a case study to provide suggestions and lessons for considering mathematical literacy instruction. Preservice teachers in the study were provided coursework and support in designing mathematical literacy instruction, and then they incorporated that instruction into a field‐based practicum experience. We then studied their perceptions to consider how teachers might be supported in mathematical literacy instruction. Themes that emerged from analysis focused on the role of mathematical literacy in mathematics instruction, complexities of instantiating inquiry in mathematics instruction, and linking teacher education in mathematical literacy to the realities of secondary mathematics curricula and schooling. Findings are presented in the form of lessons gleaned from these themes that teachers, mathematics coaches, and teacher educators might use to provide support for mathematical literacy instruction and integration.