Mathematics Success against the Odds: The Case of a Low Socioeconomic Status, Rural Australian School with Sustained High Mathematics Performance

Autor/in	Murphy, Steve
Titel	Mathematics Success against the Odds: The Case of a Low Socioeconomic Status, Rural Australian School with Sustained High Mathematics Performance
Quelle	In: Mathematics Education Research Journal, 34 (2022) 4, S.767-787 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Steve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-020-00361-8
Schlagwörter	Foreign Countries; Mathematics Education; At Risk Students; Low Income Students; Rural Schools; Mathematics Achievement; High Achievement; Success; Expectation; Individualized Instruction; Relevance (Education); Careers; Teacher Competencies; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Erfolg; Expectancy; Erwartung; Individualisierender Unterricht; Relevance; Relevanz; Career; Karriere; Lehrkunst; Australien
Abstract	Mathematics education is seen as a right for all children, and important to ensure a prosperous future. However, in Australia and other nations, rural students and students from low socioeconomic backgrounds both perform less well in mathematics and are less likely to pursue advanced mathematics. This paper presents a case study of a low socioeconomic status, rural government school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a conceptual framework informed by Appreciative Inquiry and the theory of Practice Architectures to explore the activities and facilitatory elements that have likely contributed to the school's mathematics success. Rather than being attributed to one or two key programmes, the school's mathematics success seemed associated with a collection of whole-school factors. Setting high expectations while providing proactive learning support, differentiating instruction, emphasising the value of mathematics, linking mathematics to careers, and building mathematics teacher capacity were all associated with the school's higher than expected mathematics performance. Rather than hindering the school's mathematics programme, its small size and rural context were used to enable practices that contributed to mathematics success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01