ERIC Number: EJ1004042
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 53
Place-Based Mathematics Education: A Conflated Pedagogy?
Showalter, Daniel A.
Journal of Research in Rural Education, v28 n6 2013
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 mathematics education and statistics education would benefit research and practice in place-based education as well as in related pedagogies. (Contains 2 tables and 5 footnotes.)
Descriptors: Place Based Education, Mathematics Education, Rural Education, Secondary School Mathematics, College Mathematics, Statistics, Mathematics Teachers, Secondary School Teachers, College Faculty, Graduates, Teacher Attitudes, Interviews
Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
IES Cited: ED544784