Abstract
The purpose of this article is to promote the use of GIS and place-based education (PBE) in rural mathematics classrooms. The pedagogy of place is disappearing from rural communities because of declining enrollments, lack of support, and federal mandates to focus more on basic academic skills. However, PBE does not stand in opposition to standards-based instruction and academic achievement; rather, it enhances instructional strategies for getting at these aims. We present examples of place that can be used to engage rural students in meaningful mathematics activities to improve their content knowledge and problem-solving ability. Barriers exist to full implementation of this work. Yet, we offer a vision of what is possible through the use of technological tools like GIS for teachers who teach in rural communities. Additional studies regarding the effect of using GIS are needed to bring the vision of situated place-based education closer to fruition.
Highlights
We discuss the need for additional studies in place-based mathematics education (PBME) that use strategies like Graphic Information Systems (GIS) to measure the impact of PBME on student outcomes
While several of the examples provided in this article have not been field-tested or observed in rural K-12 classrooms, we believe students in rural schools would be motivated to engage in problems that deal with familiar places rather than focus only on textbook problems
In an era of high accountability, K-12 teachers in U.S schools are often conflicted when it comes to making decisions about how to teach mathematics
Summary
The purpose of this article is to promote the use of GIS and place-based education (PBE) in rural mathematics classrooms. The purpose of this paper is to explore ways in which rural teachers can promote place-based education in mathematics classrooms. Teachers can use GIS to engage students in PBE as a means to reduce the undervaluing of place In this case, authentic learning experiences in mathematics occur as a means to increase appreciation for the uniqueness of the rural community. Teachers can use GIS as an instructional tool to motivate rural students to learn important subject matter within the context of place. We discuss the need for additional studies in place-based mathematics education (PBME) that use strategies like GIS to measure the impact of PBME on student outcomes. We summarize why it is important to use GIS to promote place-based education in today’s classrooms
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