Abstract
The Rural Math Excel Partnership (RMEP) identified math competencies used by technicians in the workplace compared to standards of learning required in the public school curriculum. A modified DACUM process revealed 39 math competencies used by technicians in STEM-related occupations of the rural region. Group interviews with faculty in three community colleges helped substantiate math gaps. A project math specialist and team of teachers identified four types of learning gaps: (1) math competencies not included in state standards; (2) math competencies included in state standards taught prior to Algebra I, Algebra II, Geometry, and Algebra Functions and Data Analysis (AFDA) courses; (3) math competencies included in high school state standards that students struggle to learn; and (4) math competencies community college students struggle to learn. Implications include five lessons learned in the gap analysis process and six questions for guiding future innovation and research.
Highlights
The Rural Math Excel Partnership (RMEP) identified math competencies used by technicians in the workplace compared to standards of learning required in the public school curriculum
What mathematics do high school students needs for subjects like mathematics as preparation for (STEM)-related jobs that may help revitalize local and regional rural economies?
This article reports on initial efforts of the Rural Math Excel Partnership (RMEP) that found four types of gaps exist in math learning compared to math competencies used by technicians in the regional workforce
Summary
The Rural Math Excel Partnership (RMEP) identified math competencies used by technicians in the workplace compared to standards of learning required in the public school curriculum. Getting a good “academic” education, earning a Bachelor’s degree, is the perceived pathway to a more prosperous career economically— if you are willing to leave the countryside for an urban environment This cultural viewpoint may have found favor with past generations of rural residents, those who labored in agriculture, manufacturing, mining or other natural resource-based jobs. What mathematics do high school students needs for STEM-related jobs that may help revitalize local and regional rural economies?. Traditional blue-collar, rural communities need high school graduates capable of pursuing technical-level and higher career choices (Alliance for Excellent Education, 2010; Beaulieu & Gibbs, 2005; Gibbs, Kusmin, & Cromartie, 2005; President’s Council of Economic Advisers, 2010; Thompson, 2007; Wuthnow, 2013), technician-level occupations. This article reports on initial efforts of the Rural Math Excel Partnership (RMEP) that found four types of gaps exist in math learning compared to math competencies used by technicians in the regional workforce
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
