Rural Math Talent, Now and Then

Autor/inn/en	Howley, Craig B.; Showalter, Daniel; Klein, Robert; Sturgill, Derek J.; Smith, Michael A.
Titel	Rural Math Talent, Now and Then
Quelle	In: Roeper Review, 35 (2013) 2, S.102-114 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2013.766963
Schlagwörter	Mathematics Skills; Rural Environment; Rural Education; Mathematics Achievement; Mathematics Education; Talent; Rural Urban Differences; Academically Gifted; Politics of Education; Economic Factors; Social Discrimination; Disadvantaged Environment; Equal Education; At Risk Students; Suburban Schools; Urban Education; Place Based Education; High Schools; Item Response Theory; Socioeconomic Status; Geographic Location + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ländliches Milieu; Ländliche Erwachsenenbildung; Mathmatics sikills; Mathematical ability; Mathematische Bildung; Begabung; Hochbegabung; Stadt-Land-Beziehung; Educational policy; Bildungspolitik; Ökonomischer Faktor; Soziale Benachteiligung; Soziale Schließung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Stadtteilbezogenes Lernen; High school; Oberschule; Item-Response-Theorie; Socio-economic status; Sozioökonomischer Status
Abstract	This article interprets inequality evident at the intersection of three realms: (a) mathematical talent (as a cultural phenomenon); (b) rural place and rural life; and (c) future economic, political, and ecological developments. The discussion explains this outlook on inequality, contextualizes interest in rural mathematics education, presents the conventional view of rural mathematics achievement as deficient, and then elaborates an alternative perspective. Illustrating the alternative, the essay embeds an analysis of a national data set to derive comparisons of the equality of math talent across locales (rural, suburban, and urban), demonstrating the greater equality of math talent in rural places. The essay concludes with principles for (a) making mathematics instruction more responsive to rural context, and (b) reorienting the instruction of gifted teachers in rural schools to an educational purpose that exerts better stewardship over local mathematical talent. (Contains 5 tables and 22 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10