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ERIC Number: ED474108
Record Type: RIE
Publication Date: 2003-Mar
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"Up the Back Holler, Down the Dusty Road, Cross the Windy Prairie": Issues, Perspectives, and Strategies for Research in the Crisis of Improving Mathematical Education of Rural Youth. Working Paper Series.
Hatfield, Larry L.
This paper presents a framework for conceptualizing and analyzing the problems of educating rural youth for mathematical knowledge, and for improving both rural school mathematics and the conduct of research in rural environments. The background for this framework includes discussion of widespread rural poverty, the lack of a commonly accepted definition of "rural," and the importance of social and cultural context. In the foreground is a pervasive "culture of failure" in rural communities with regard to mathematics learning. It is proposed that the central questions of a research agenda should reflect the essential, unique nature of rural mathematical education, and especially explore it as a culture of failure. The framework includes general questions for framing research in schools, primary research dimensions for studying rural school change, guiding principles and research questions related to teacher emotional dimensions of reform, guiding visions on developing teachers as leaders in the school system, and guiding visions on university impacts from school reform efforts. A research agenda is elaborated that seeks to understand the culture of failure as the first step in initiating a cultural revolution in rural mathematical education across schools, homes, and communities. Recommendations are offered for further development of the research agenda and related educational reform initiatives. (SV)
For full text: http://kant.citl.ohiou.edu/ACCLAIM/rc/rc_sub/pub/3_wp/Hatfield10.pdf.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
Note: Paper presented at the ACCLAIM Research Symposium (McArthur, OH, November 3-6, 2002).