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 perform less well in mathematics, and are less likely to pursue advanced mathematics. This paper presents a case study of an Australian rural school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a practice architectures framework to explore the activities and facilitatory elements that have likely contributed to the school’s mathematics success. Personalising learning, valuing mathematics, building teacher capacity, and linking to careers, were all associated with the school’s higher than expected mathematics performance.
|Title of host publication||Mathematics Education Research: Impacting Practice|
|Subtitle of host publication||Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia|
|Editors||G Hine, S Blackley, A Cooke|
|Place of Publication||Perth|
|Publisher||Mathematics Education Research Group of Australasia, MERGA.|
|Number of pages||8|
|Publication status||Published - 2019|
|Event||42nd Mathematics Education Research Group of Australasia (MERGA) Conference 2019 - Curtin University, Perth, Australia|
Duration: 30 Jun 2019 → 04 Jul 2019
|Conference||42nd Mathematics Education Research Group of Australasia (MERGA) Conference 2019|
|Abbreviated title||Research Impacting Practice|
|Period||30/06/19 → 04/07/19|
Murphy, S. (2019). Practices contributing to mathematics success in a low socioeconomic rural Victorian school. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice : Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (pp. 516-523). Mathematics Education Research Group of Australasia, MERGA..