Community and Place in Mathematics Instruction in Selected Rural Schools

Autor/inn/en	Howley, Aimee; Clonch, Sandra; Howley, Craig; Perko, Heike; Klein, Robert; Foley, Greg; Belcher, Johnny; Pendarvis, Edwina; Howley, Marged; Miyafusa, Sumiko; Tusay, Mark; Jimerson, Lorna
Institution	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
Titel	Community and Place in Mathematics Instruction in Selected Rural Schools
Quelle	(2010), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Rural Schools; Mathematics Instruction; Education; Rural Education; Community; Culturally Relevant Education; Public Schools; Private Schools; Teacher Leadership; Elementary Schools; Middle Schools; High Schools; Active Learning; Barriers; Academic Achievement; School Culture; Partnerships in Education; Principals; Superintendents; Alabama; Kentucky; Maine; Nebraska; Ohio; Vermont; Washington + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathematics lessons; Mathematikunterricht; Bildung; Erziehung; Ländliche Erwachsenenbildung; Public school; Öffentliche Schule; Private school; Privatschule; Lehrerfunktionsstelle; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Aktives Lernen; Schulleistung; Schulkultur; Schulleben; Hochschulpartnerschaft; Principal; Schulleiter; Schulrat
Abstract	The teaching of mathematics, which arguably is so abstract as to transcend place and community and even culture (according at least to a Platonic view of mathematics), will seem to some observers particularly ill-suited to instruction in place- or community- or culture-based approaches. Nevertheless, current thinking in mathematics education, with its emphasis on the construction of meaning and the application of problem solving to "real-world" situations, might logically be interpreted as supporting these varied approaches to instruction. Because both rural education and math education scholars collaborated in conducting this study, the project did indeed have its eye as much on the "community purposes of mathematics instruction" as on the "mathematical purposes of community engagement". The related complexities are legion--and, the authors find, them interesting. This report begins by stating the study questions quite simply (then in a very wide context, and then, before turning to the reports of the seven sites studied, carefully distinguishing "place-based education" from its close, and valued, cousins. The beginning of the report, then, provides theoretical frameworks necessary for readers to understand the intentions and purposes of the study. The empirical work is objectively conducted on such a basis. (Contains 5 figures, 7 tables and 26 footnotes.) (ERIC).
Anmerkungen	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Research Initiative, McCracken Hall, College of Education, Ohio University, Athens, OH 45710. Tel: 740-593-9869; Web site: http://www.marshall.edu/aamte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10