Considering Possibilities to Promote Disciplinary Literacy Instruction in Mathematics

Autor/inn/en	Enderson, Mary C.; Colwell, Jamie
Titel	Considering Possibilities to Promote Disciplinary Literacy Instruction in Mathematics
Quelle	In: Journal of Adolescent & Adult Literacy, 64 (2021) 6, S.683-692 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Enderson, Mary C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1146
Schlagwörter	Mathematics Instruction; Numeracy; Preservice Teachers; Instructional Design; Practicums; Secondary School Mathematics; Preservice Teacher Education; Mathematics Curriculum + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01