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ERIC Number: ED544315
Record Type: Non-Journal
Publication Date: 2012-Sep
Pages: 29
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-
Place-Based Mathematics: A Conflated Pedagogy? Working Paper No. 43
Showalter, Daniel A.
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
Place-based mathematics education (PBME) has the potential to engage students with the mathematics inherent in the local land, culture, and community. However, research has identified daunting barriers to this pedagogy, especially in abstract mathematics courses such as algebra and beyond. In this study, 15 graduates of a doctoral program in rural mathematics education were interviewed about their attempts to integrate PBME in their classrooms. By using qualitative methods to code and categorize interview data, three themes emerged: (a) PBME was easier to teach about than to practice, (b) several factors contributed to participants' level of depth and authenticity in employing PBME, and (c) teaching place-based statistics was fundamentally different than teaching place-based mathematics. The findings suggest that making a distinction between place-based mathematics education and place-based statistics education would benefit research and practice in both areas. Semi-structured interview protocols are appended.
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Web site: http://sites.google.com/site/acclaimruralmath
Publication Type: Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
Identifiers - Location: Alabama; Kentucky; Maine; Nebraska; Ohio; Vermont; Washington
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study