Mathematics education in rural australia: issues for equity and success
Tipo de documento
Autores
Lista de autores
Jorgensen, Robyn y Lowrie, Tom
Resumen
In writing this paper, we have taken a somewhat different approach to the usual research paper. This is intentional as we recognise the great diversity of what constitutes ‘rural’ mathematics education internationally. Australia has been known as the ‘lucky country’ and this is very true when it is considered in terms of what constitutes rural education in this country in comparison with what is called “rural education” in other countries, and what is called “field education” in Brazil. As such, our first intent is to provide a description of rural education in Australia. Despite this appearance of being lucky in terms of education provision, we also note that students living in rural areas are less likely than their urban peers to do well in mathematics. Drawing on national testing data, which is our empirical data, we illuminate this status quo and this forms the basis for the remainder of the paper. In order to understand the differential success between urban and rural students in mathematics, we draw on the relevant literature as a means to explain the phenomenon. To do this, we offer a theoretical model to frame the differences in mathematics outcomes between urban and rural students. We do this as we want to make a unique contribution to understanding the situation within Australia, ponder the reasons for the inequity in outcomes for rural learners.
Fecha
2014
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
5
Número
1
Rango páginas (artículo)
1-13
ISSN
21779309
Referencias
AUSTRALIAN BUREAU OF STATISTICS.The 'average' Australian. Available at: http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features30April+2 013. Retrieved in: 4 nov. 2013. AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHORITY. NAPLAN Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy: National Report for 2012. Sydney: ACARA, 2012. AUSTRALIA HUMAN RIGHTS AND EQUAL OPPORTUNITY COMMISSION. 'Emerging themes': National Inquiry into rural and remote education. Sydney: Australia Human Rights and Equal Opportunity Commission, 2000. BENNISON, A.;GOOS, M. Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, v. 22, n. 1, p. 31-56, 2010. BROADLEY, T. Digital revolution or digital divide: Will rural teachers get a piece of the professional development pie? Education in Rural Australia, v. 20, n. 2, p. 63-76, 2010. BUCHANAN, J. Telling Tales Out of School: Exploring Why Former Teachers are Not Returning to the Classroom. Australian Journal of Education, v. 56, n. 2, p. 205-217, 2012. GREEN, N. C.;NOLAN, A. Preparing the Australian Early Childhood Workforce for Rural and Remote Settings: A Review of the Literature. Australian Journal of Teacher Education, v. 36, n. 12, 2011. HATTIE, J. Visible learning: A synthesis of over 800 meta-analyusis relating to achievement. Abignton: Routledge, 2008. HOBBS, L. Teaching Out-of-Field: Factors Shaping Identities of Secondary Science and Mathematics. Teaching Science, v. 58, n. 1, p. 23-31, 2012. HOBBS, L. Teaching "out-of-field" as boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, v. 11, n. 2, p. 271-297, 2013. HUDSON, P. B.;HUDSON, S. M. Changing preservice teachers' attitudes for teaching in rural schools. Australian Journal of Teacher Education, v. 33, n. 4, p. 67-77,2008. KLENOWSKI, V. et al. Culture-fair assessment: challenging Indigenous students through effortful mathematics teaching. INTERNATIONAL EDUCATION RESEARCH CONFERENCE - AARE, 2010. Proceedings... Melbourne: AARE,2010. p. 1-19. LAMB, S. et al. Staying on at schools: Improving student retention in Australia. Brisbane: Queensland Department of Education and the Arts, 2004. LOONG, E.; DOIG, B.; GROVES, S. How different is it really? – rural and urban primary students’ use of ICT in mathematics. Mathematics Education Research Journal, v. 23, n. 2, p. 189-211, 2011. LOWRIE, T. Establishing school-family partnerships in distance education contexts: Pedagogical engagement in isolated settings. Journal of Distance Education, v. 21, n. 2, p. 96-114, 2006. LOWRIE, T. Learning engagement in distance and rural settings: Four Australian cases. Learning Environments Research, v. 10, n. 1, p. 35-51, 2007. LOWRIE, T.;FRANCIS, R.;ROGERS, G. Knowledge and strategies students employ to solve open-ended problem-solving activities. In:BANA, J.;CHAPMAN, A. (Ed.). ANNUAL CONFERENCE OF THE MATHEMATICS EDUCATION RESEARCH GROUP OF AUSTRALASIA - MERGA, 23., 2000,Fremantle. Proceedings... Fremantle, WA: MERGA, 2000. p. 393-401. LOWRIE, T.;JORGENSEN, R.. Gender differences in students’ mathematics game playing. Computers & Education, v. 57, n. 4, p. 2244-2248, 2011. LOWRIE, T.; JORGENSEN, R. The tyranny of remoteness: Changing and adapting pedagogical practices in distance education. International Journal of Pedagogies and Learning, v. 7, n. 1, 1-8, 2012. LYONS, T. et al. Science, ICT and Mathematics education in rural and regional Australia: The SiMERR national survey. Canberra: Department of Education, Science and Training, 2006. WELCH, A.;HELME, S.;LAMB, S. Rurality and ineqality in education. In:TEESE, R.; LAMB, S.;DURU-BELLAT, M. (Ed.), International Studies in Educational Inequality: Theory and Policy. Dordrecht: Springer, 2007. p. 271-293. ZEVENBERGEN, R.; LOGAN, H. Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, v. 33,n. 1, p. 37-44, 2008.