“When I hear literacy”: Using pre-service teachers’ perceptions of mathematical literacy to inform program changes in teacher education
Abstract
This case study investigated pre-service teachers' (PSTs) perceptions of disciplinary, or mathematical, literacy and factors related to their teacher education program at a public research university that influenced these perceptions. Seven PSTs volunteered to participate in individual and focus group interviews. Analysis indicated that PSTs considered certain elements of literacy (i.e., communication, application, vocabulary) to be important in mathematics education, but PSTs felt that literacy coursework did little to support their understanding of mathematical literacy. PSTs also discussed barriers present in mathematics methods coursework that hindered their understanding of mathematical literacy instruction and their ability to incorporate such instruction.
Reference
Colwell, J., & Enderson, M. C. (2016). “When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63-74.
Journal
Teaching and Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
7
Duration of Data Collection
Data Sources
- Focus group interviews
- Interviews
Data Analysis Tools
- general inductive approach
Researcher Positionality
- A combination of their own students and students from other programs
Research Questions
How do pre-service teachers’(PSTs) perceive the role of literacy in mathematics education?
Is this research question explicit from the manuscript? No