Abstract
Mathematical literacy, referred to as numeracy in some countries, is a lifelong skill which students should develop in school. In some countries, such as Australia and Ireland, all teachers are required to embed mathematical literacy practices across the school curriculum. Despite this requirement for teachers to embed mathematical literacy learning across the school curriculum, there is little evidence of the best way to prepare teachers for this task. This chapter presents a review of policy developments and research in the field of mathematical literacy in teacher education. It also reports on a study conducted in Ireland, that explored the perceptions and experiences of pre-service secondary school teachers in relation to how well prepared they felt to embed mathematical literacy practices in different subjects across the school curriculum. The results showed that pre-service teachers need to be given the opportunity to learn about the concept of mathematical literacy and learn how to prepare to embed mathematical literacy practices in different subject disciplines.