Teachers' use of literacy strategies in secondary mathematics classes

This qualitative case study was conducted in the context of a professional development project for teachers of secondary mathematics and science. The project was designed to enhance the teachers' pedagogical skills by developing content literacy strategies for use in their classrooms. The purpose of this study was to understand how the mathematics teachers infused the literacy strategies developed through participation in the LIMSST project into their own teaching practice.;The findings of this study are based on data generated over the course of the 20072008 academic year. Twelve secondary mathematics teachers participated in the project. Formal and informal interviews were conducted with the teachers to learn their beliefs about teaching mathematics; uses of reading, writing, and concept development strategies; and goals for student learning. Additional data sources include classroom observations, teacher posts to an interactive website, planning and participation notes from professional development workshops, a survey of teachers' knowledge and use of specific content literacy strategies, and artifacts such as lesson plans, teachers' reflections on teaching, and examples of student work. Data were analyzed and interpreted through the lenses of mathematics as language and the role of literacy in developing mathematical understanding.;This analysis made visible the teachers' use of literacy strategies in mathematics classes, barriers to such strategy use, and influences of teachers' views of mathematics on strategy use. Teachers with a procedure orientation to teaching mathematics used literacy strategies differently than teachers with a conceptual orientation. These findings highlight the influence of teachers' views in implementing new pedagogies and educational reforms. In the absence of explicit examination of teachers' views, both teacher education and professional development may have little effect on teachers' practice.