MERJ special issue—editorial

Abstract

The overall theme for this Special Issue is Mathematics Education in Rural Schools: Evidence-based approaches. Guiding the selection of papers to be included was the desire to present a range of approaches that highlighted some of the more general and specific issues that impact on mathematics education in rural contexts. In the Australian context, the Melbourne Declaration of Educational Goals for Young Australians (MCEETYA 2008) articulates a focus on equity and social justice in education. The document recognised the need for collaboration amongst stakeholders to commit to promoting excellence in Australian schooling that is free from (amongst other things) discrimination based on geographic location, that builds on local cultural knowledge and experiences of Indigenous students, and that establishes partnershipswith local communities. The Declaration also contains a commitment to the development of a high-quality teaching workforce in all Australian schools. However, care needs to be exercised when advocating change. Reform agendas, such as those that have emerged as a consequence of the American Reform and Reinvestment Act (ARRA) of 2009, can actually work against the ongoing efforts to sustain quality teaching and learning in rural areas. Charter schools are being encouraged, but in many rural areas local resources are not always sufficient to establish and develop such a structure. In some instances, the high turnover rates of qualified teachers or the lack of access to basic infrastructure can impact adversely on a community’s capacity to sustain quality schooling. Large-scale national survey data has provided a clear picture of the teaching and learning environment, the priorities, and the professional learning needs of rural teachers (Lyons et al. 2006). Included in the findings were the impacts of high annual staff turnover rates, difficult to staff schools, professional isolation, teaching outside areas of qualification, unmet professional learning needs, accessing quality learning experiences and opportunities for students—including alternative activities for gifted and talented, special needs and Indigenous students. Data that has been Math Ed Res J (2011) 23:77–81 DOI 10.1007/s13394-011-0015-2