In this article, we use a case study to provide suggestions and lessons for considering mathematical literacy instruction. Preservice teachers in the study were provided coursework and support in designing mathematical literacy instruction, and then they incorporated that instruction into a field-based practicum experience. We then studied their perceptions to consider how teachers might be supported in mathematical literacy instruction. Themes that emerged from analysis focused on the role of mathematical literacy in mathematics instruction, complexities of instantiating inquiry in mathematics instruction, and linking teacher education in mathematical literacy to the realities of secondary mathematics curricula and schooling. Findings are presented in the form of lessons gleaned from these themes that teachers, mathematics coaches, and teacher educators might use to provide support for mathematical literacy instruction and integration.

中文翻译：

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考虑在数学中促进学科素养教学的可能性

在本文中，我们将通过一个案例研究为考虑数学素养的教学提供建议和教训。研究中的职前教师在设计数学素养教学时获得了课程工作和支持，然后他们将该教学纳入了基于实地的实习经验中。然后，我们研究了他们的看法，以考虑如何在数学素养教学中为教师提供支持。分析产生的主题集中在数学素养在数学教学中的作用，在数学教学中实例化探究的复杂性以及将数学素养中的教师教育与中学数学课程和学校的现实联系起来。研究结果以从这些主题中汲取的教训的形式呈现，这些主题包括：教师，数学教练，