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ERIC Number: EJ1223019
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2301-251X
Teaching for Mathematical Literacy: School Leaders' and Teachers' Rationales
Bolstad, Oda Heidi
European Journal of Science and Mathematics Education, v7 n3 p93-108 2019
This article reports a qualitative inquiry into school leaders' and teachers' rationales for teaching to develop students' "mathematical literacy." The study is rooted in an exploration of the meanings that the school leaders and teachers hold about the term mathematical literacy. Six leaders and three grade 9 mathematics teachers from three schools were interviewed. Analysis framed within cultural-historical activity theory indicates that mathematical literacy is perceived as a desired outcome of schooling, and that teaching for mathematical literacy is connected to school leaders' and teachers' contradictory rationales for teaching. The rationales are connected to use value, meaning, teaching practice, teacher competences and knowledge, and universality.
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; High Schools; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Program for International Student Assessment