Understanding Mathematical Literacy Across Career Stages: Insights from Pre-service and In-service Teachers
Keywords:
mathematical literacy, pre-service teachers, in-service teachers, Teacher perceptions, teacher perceptions, teacher education programs, professional developmentAbstract
Mathematical literacy is essential for both pre-service and in-service teachers and plays a crucial role in mathematics teaching and broader educational practice. This study examines teachers' perceptions of mathematical literacy, focusing on theoretical and practical dimensions. Using a mixed-methods approach, the research combines qualitative and quantitative data from surveys of 245 participants, comprising 163 pre-service teachers and 82 in-service teachers, across diverse educational settings. The findings reveal distinct differences between the two groups. Pre-service teachers tend to conceptualise mathematical literacy as a theoretical construct, emphasising critical and logical thinking. In contrast, in-service teachers demonstrate a more comprehensive and practice-orientated understanding, connecting real-world applications and cross-disciplinary competencies. Despite these differences, both groups acknowledge the critical role of mathematical literacy in enhancing students' problem-solving abilities and preparing them for life beyond school. The study highlights the need to bridge theory and practice within teacher education programs by embedding authentic learning experiences and cross-curricular approaches. It also underscores the importance of sustained professional development to support teachers' evolving understanding and implementation of mathematical literacy.
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