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

Resumo

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.

Dados da obra

Tipo

Artigo

Periódico

Mathematics Education Research Journal

Ano

2022

Idioma

en

Palavras-chave

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

ISSN

1033-2170

Acesso

Metadados apenas

Fontes

ERIC — Education Resources Information Center

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026