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Exploring Teaching Academic Literacy in Mathematics in Teacher Education

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Title: Exploring Teaching Academic Literacy in Mathematics in Teacher Education
Language: English
Authors: Helstad, Kristin, Solbrekke, Tone Dyrdal, Wittek, Anne Line
Source: Education Inquiry. 2017 8(4):318-336.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Academic Language, Literacy, Mathematics, Mathematics Instruction, Foreign Countries, Teacher Education Programs, Writing Instruction, Multiple Literacies, Secondary Education, Student Teachers, Preservice Teacher Education, Teacher Educators, Design, Teaching Methods
Geographic Terms: Norway
DOI: 10.1080/20004508.2017.1389225
ISSN: 2000-4508
Abstract: Living in complex knowledge societies requires citizens who master multiple literacies involving both cognitive and social skills. Thus, all individuals should be offered relevant educational opportunities and teachers capable of integrating subject expertise with relational aspects. This paper demonstrates a teaching design for mathematics that student teachers have indicated integrates both these dimensions. Drawing on theoretical perspectives that conceptualize academic literacy as a socially situated discourse practice, we investigate one teacher educator's teaching design for mathematics. The evidence indicates that the teaching approaches in this design are highly student centered and process oriented. Student teachers report that the approach supports both individual and collective learning of the discipline of mathematics while also modeling how to teach mathematics as a school subject. The teaching design comprises varied and exploratory approaches to teaching mathematics and represents an alternative to more traditional mathematics pedagogy. In this way, the study contributes to an empirically informed understanding of how the goal of learning to master academic literacy may be facilitated by a varied repertoire of writing, reading, and oral activities. The study indicates challenges for traditional teaching and teacher education more broadly.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1209088
Database: ERIC
FullText Text:
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  Data: Exploring Teaching Academic Literacy in Mathematics in Teacher Education
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  Data: <searchLink fieldCode="AR" term="%22Helstad%2C+Kristin%22">Helstad, Kristin</searchLink><br /><searchLink fieldCode="AR" term="%22Solbrekke%2C+Tone+Dyrdal%22">Solbrekke, Tone Dyrdal</searchLink><br /><searchLink fieldCode="AR" term="%22Wittek%2C+Anne+Line%22">Wittek, Anne Line</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Inquiry%22"><i>Education Inquiry</i></searchLink>. 2017 8(4):318-336.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 19
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  Data: 2017
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
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  Data: 10.1080/20004508.2017.1389225
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  Data: 2000-4508
– Name: Abstract
  Label: Abstract
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  Data: Living in complex knowledge societies requires citizens who master multiple literacies involving both cognitive and social skills. Thus, all individuals should be offered relevant educational opportunities and teachers capable of integrating subject expertise with relational aspects. This paper demonstrates a teaching design for mathematics that student teachers have indicated integrates both these dimensions. Drawing on theoretical perspectives that conceptualize academic literacy as a socially situated discourse practice, we investigate one teacher educator's teaching design for mathematics. The evidence indicates that the teaching approaches in this design are highly student centered and process oriented. Student teachers report that the approach supports both individual and collective learning of the discipline of mathematics while also modeling how to teach mathematics as a school subject. The teaching design comprises varied and exploratory approaches to teaching mathematics and represents an alternative to more traditional mathematics pedagogy. In this way, the study contributes to an empirically informed understanding of how the goal of learning to master academic literacy may be facilitated by a varied repertoire of writing, reading, and oral activities. The study indicates challenges for traditional teaching and teacher education more broadly.
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  Data: EJ1209088
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        Value: 10.1080/20004508.2017.1389225
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      – Text: English
    PhysicalDescription:
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        PageCount: 19
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      – SubjectFull: Literacy
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      – SubjectFull: Mathematics
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Norway
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      – TitleFull: Exploring Teaching Academic Literacy in Mathematics in Teacher Education
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            NameFull: Solbrekke, Tone Dyrdal
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