Challenges for Place-Based Mathematics Pedagogy in Rural Schools and Communities in the United States

Aimee Howley, Daniel Showalter, Marged Howley, Craig B. Howley, Robert Klein, Jerry Johnson · 2011 · Children Youth and Environments

Summary. Rural mathematics teachers in seven U.S. states attempted to connect math instruction to their communities. The study found that community-based math teaching primarily motivated lower-track students rather than advancing higher-level mathematics. Success depended on dedicated teacher champions and community belief in local futures. However, tensions between local relevance and universal academic standards reinforced social class divisions and encouraged youth to leave rural areas. The authors urge educators to clarify the actual purposes of place-based math education.

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@article{howley-2011-challenges-place-based-mathematics-pedagogy,
  title   = {Challenges for Place-Based Mathematics Pedagogy in Rural Schools and Communities in the United States},
  author  = {Aimee Howley and Daniel Showalter and Marged Howley and Craig B. Howley and Robert Klein and Jerry Johnson},
  journal = {Children Youth and Environments},
  year    = {2011},
  doi     = {10.1353/cye.2011.0038},
  url     = {https://doi.org/10.1353/cye.2011.0038}
}

TY  - JOUR
TI  - Challenges for Place-Based Mathematics Pedagogy in Rural Schools and Communities in the United States
AU  - Aimee Howley
AU  - Daniel Showalter
AU  - Marged Howley
AU  - Craig B. Howley
AU  - Robert Klein
AU  - Jerry Johnson
JO  - Children Youth and Environments
PY  - 2011
DO  - 10.1353/cye.2011.0038
UR  - https://doi.org/10.1353/cye.2011.0038
ER  - 

Details

DOI

10.1353/cye.2011.0038

Countries

United States

Regions

North America

Categories

education, regional-innovation-systems

Added

2026-04-28