@article{bolstad_teaching_2019,
	title = {Teaching for mathematical literacy: {School} leaders’ and teachers’ rationales},
	volume = {7},
	issn = {2301251X},
	shorttitle = {Teaching for mathematical literacy},
	url = {https://www.scimath.net/article/teaching-for-mathematical-literacy-school-leaders-and-teachers-rationales-9537},
	doi = {10.30935/scimath/9537},
	abstract = {This article reports a qualitative inquiry into school leadersʹ and teachersʹ 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 leadersʹ and teachersʹ contradictory rationales for teaching. The rationales are connected to use value, meaning, teaching practice, teacher competences and knowledge, and universality.},
	language = {en},
	number = {3},
	urldate = {2024-01-03},
	journal = {European Journal of Science and Mathematics Education},
	author = {Bolstad, Oda Heidi},
	month = jul,
	year = {2019},
	pages = {93--108},
}

{"_id":"u4RAFaSWwjmftZvFo","bibbaseid":"bolstad-teachingformathematicalliteracyschoolleadersandteachersrationales-2019","author_short":["Bolstad, O. H."],"bibdata":{"bibtype":"article","type":"article","title":"Teaching for mathematical literacy: School leaders’ and teachers’ rationales","volume":"7","issn":"2301251X","shorttitle":"Teaching for mathematical literacy","url":"https://www.scimath.net/article/teaching-for-mathematical-literacy-school-leaders-and-teachers-rationales-9537","doi":"10.30935/scimath/9537","abstract":"This article reports a qualitative inquiry into school leadersʹ and teachersʹ 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 leadersʹ and teachersʹ contradictory rationales for teaching. The rationales are connected to use value, meaning, teaching practice, teacher competences and knowledge, and universality.","language":"en","number":"3","urldate":"2024-01-03","journal":"European Journal of Science and Mathematics Education","author":[{"propositions":[],"lastnames":["Bolstad"],"firstnames":["Oda","Heidi"],"suffixes":[]}],"month":"July","year":"2019","pages":"93–108","bibtex":"@article{bolstad_teaching_2019,\n\ttitle = {Teaching for mathematical literacy: {School} leaders’ and teachers’ rationales},\n\tvolume = {7},\n\tissn = {2301251X},\n\tshorttitle = {Teaching for mathematical literacy},\n\turl = {https://www.scimath.net/article/teaching-for-mathematical-literacy-school-leaders-and-teachers-rationales-9537},\n\tdoi = {10.30935/scimath/9537},\n\tabstract = {This article reports a qualitative inquiry into school leadersʹ and teachersʹ 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 leadersʹ and teachersʹ contradictory rationales for teaching. The rationales are connected to use value, meaning, teaching practice, teacher competences and knowledge, and universality.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2024-01-03},\n\tjournal = {European Journal of Science and Mathematics Education},\n\tauthor = {Bolstad, Oda Heidi},\n\tmonth = jul,\n\tyear = {2019},\n\tpages = {93--108},\n}\n\n\n\n","author_short":["Bolstad, O. H."],"key":"bolstad_teaching_2019","id":"bolstad_teaching_2019","bibbaseid":"bolstad-teachingformathematicalliteracyschoolleadersandteachersrationales-2019","role":"author","urls":{"Paper":"https://www.scimath.net/article/teaching-for-mathematical-literacy-school-leaders-and-teachers-rationales-9537"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/changgeun.song","dataSources":["AtQERgSdNvAihdqY8"],"keywords":[],"search_terms":["teaching","mathematical","literacy","school","leaders","teachers","rationales","bolstad"],"title":"Teaching for mathematical literacy: School leaders’ and teachers’ rationales","year":2019}