“When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education

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.