Abstract
This study presents qualitative action research conducted in elementary teacher education coursework. Teacher candidates were introduced to multimodal literacies in mathematics by representing and communicating content through multiple modes such as signs, symbols, images, text, gestures, manipulatives, music, videos, and more. Teacher candidates used multimodal literacies to implement and understand culturally relevant pedagogy in their assignments as students, in lesson plans, and in-field experience exercises during a semester course. Three focal participants are outlined to highlight similarities and differences across cases through the ways teacher candidates navigated coursework with multimodal literacies and mathematics while enacting culturally relevant pedagogy. Multiple assignments from each participant were collected and analyzed, culminating with a post-term semi-structured interview. Findings illuminate intricate interactions within teacher candidates’ multiple identities through their cultural awareness with others and in disciplinary connections. Their learning and teaching development illustrates a dynamic interplay of literacy, multimodality, and mathematics with the implementation of culturally relevant pedagogy, ultimately suggesting the need for teacher educators to consider how these connections can be best facilitated.
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