Qualified Mathematics Research Articles

Remembering learning mathematics – we can run but we can’t hide

ABSTRACT The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years away because it is required to achieve their ambitions. Each participant has considerable mathematics anxiety, which, they reported, resulted in reactions towards mathematics ranging from avoidance to fear and distress. The research uses narrative methodologies to collect and analyse these data. Common emergent themes were unsupportive relationships with their teachers and memories of being excluded and humiliated. The data suggests their teachers did not see supporting students’ well-being as part of their role, resulting in strong negative emotional reactions. The article concludes that where warm, respectful, relationships are built, barriers to learning mathematics can be overcome.

DIGITAL TOOLS FOR MATCHING QUALIFICATIONS TO THE LEVELS OF THE NATIONAL QUALIFICATIONS FRAMEWORK

Mutual compatibility of different national qualifications frameworks (NQFs) based on their compatibility with the European Qualifications Framework (or another international one) is crucially important for the effective recognition of qualifications between states. In turn, it depends on the quality of “filling” NQF levels with qualifications. Right comparing professional (occupational) qualifications with NQF level is a non-trivial problem for standard developers. The quality of any national system of qualifications depends on the comparability of qualifications with the level of the NQF so the comparison process should be strongly argued to secure the comparability. For qualification standard developers (especially for occupational standard developers) there were no strictly justified recommendations on how to compare qualification with the NQF level. Th. Saaty’s Analytic Hierarchy Process (AHP) is developed to resolve the problem of evidence-based comparing educational or professional (occupational) qualifications with the level of the National Qualification Framework (NQF). Research results give standard developers software tools based on a strong mathematical background to determine NQF level for developed standards. It is shown that Th. Saaty’s Analytic Hierarchy Process (AHP) is close to optimal for solving the problem of qualifications comparing and therefore looks like the best option for such methods. However, AHP demands non-trivial qualifications in mathematics and computing. The key problem resolved by this research is simplifying procedures to ensure effective access to the tool for qualification standard developers with minimal qualification in mathematics and computing. It is proven that each problem of qualification comparison with NQF level may be reduced to three options of decision. At the lower level of the decision-making process, there are 3-4 descriptors of qualification. Therefore, a user should be capable of forming at most four matrices of judgments and computing the main eigenvectors with some level of accuracy. The maximal dimension of matrices is four (for example it's true for the Ukrainian case). But for some national qualification frameworks that use only three descriptors maximal dimension of matrices equals three. Therefore, some simple approximation methods for eigenvector computing may be applied using only minimal means of Microsoft Excel or analogous applications. For the most general case of four NQF descriptors, Microsoft Excel macro is developed to secure achieving any level of accuracy. Corresponding API is developed by PHP programming language. Both Excel and API are accessible for users at the website of the Institute of Educational Analytics in Kyiv. The novelty of the article is that for the first time in national and international practice, it proposes an alternative/supplementary algorithmic method for determining the level of certain full and/or partial professional qualifications by the National Qualifications Framework, thus creating prerequisites for further automation of the activities of professional standards developers.

Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement

This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students' mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) > 1.96, p < 0.05) and higher self-confidence (t (260) > 1.96, p < 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) > 1.96, p < 0.05). There were positive correlations observed between students' attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students' perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.

Promoting Undergraduates’ Interest in Mathematics as a Discipline of Study in Tertiary Institutions: An Exploration of Pragmatic Strategies for Policy Decision

The waning interest of students in pursuing mathematics as a discipline at the tertiary level contributes to the shortage of mathematics teachers in Nigeria. It is disheartening to observe the declining trend in students opting for mathematics at the undergraduate level, especially given the significant contributions of mathematics in achieving the objectives of tertiary education in Nigeria. This paper explored pragmatic strategies for policy decisions aimed at enhancing undergraduates’ interest in mathematics as a discipline of study. Key strategies include innovative teaching methods, collaborative learning environments, mentorship programmes, and digital transformation. The paper recommends policy measures such as competitive salaries, ongoing professional development, and incentives to attract and retain qualified mathematics educators. Additionally, it advocates for the establishment of structures to embed technology into mathematics classrooms, including securing funding, teacher training, and maximizing digital tools for improved understanding.

A level Mathematics (England) grade distributions and grade boundaries 2019-2023

This article sets in context the A level Mathematics qualifications (in England) awarded in Summer 2023 with those awarded in 2019-2022, along with year-on-year overall comparisons of grade profiles, and year-on-year comparisons of grade boundaries and grade profiles for each of the four A level Specifications: Pearson/Edexcel, AQA, OCR A and OCR B (MEI).

Impediments to learning problem-solving in Malawian lower secondary mathematics textbooks

Background: In a culture where teachers follow the textbook prescriptively, Malawian students perform low in mathematics, and no students reach the problem-solving levels.Aim: To explore reasons for students’ low performance, this study aims at investigating opportunities to learn problem-solving in Malawian mathematics textbooks.Setting: This study focuses on Malawian mathematics textbooks in the lower secondary grades focusing on the areas of linear equations and simultaneous linear equations. These areas have a particular emphasis on problem-solving.Methods: Four textbooks from two of the most widely used series of mathematics textbooks in Malawian secondary school were analysed. The Mathematics Discourse in Instruction framework was used to analyse examples and tasks in the four textbooks.Results: Analysis indicates that the textbooks provide relatively few opportunities to learn problem-solving, and most of the opportunities are given through word problems. These word problems are typically presented towards the end of the chapters, and students are thus stimulated to apply already learned procedures to solve the problems rather than learn through problem-solving.Conclusion: Limitations in opportunities to learn problem-solving are particularly challenging in a context like Malawi, where teacher–textbook compliance is high, where there is a shortage of qualified mathematics teachers and where few students have access to their own textbook.Contribution: This study provides an overview of impediments to learning problem-solving in Malawian mathematics textbook, and knowledge about such impediments is necessary for change.

Ticks and crosses in primary mathematics assessments: What purpose do they serve?

Ticks and crosses (TCs) are a common aspect of teachers’ classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners’ written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what they actually stand for and what functions they are designed for and especially what purpose they eventually serve in practice. This article emerged from a broader study that aimed at exploring classroom formative assessment practices of Grades 4–6 mathematics teachers, a learning goals and documentary analysis. Since this study was qualitative in nature, we used qualitative, non-probability sampling to recruit respondents according to pre-selected criteria relevant to our research questions. The study participants were 43 qualified and experienced Intermediate Phase mathematics teachers and 95 Grades 4–6 learners from the Tshwane South district, where a phenomenon of low achievement was of great concern. We engaged in document analysis of all the 95 learners’ mathematics workbooks. Questionnaires were administered to the 43 teachers. We report on an analysis of teachers’ assessment practices of Grades 4–6 learners’ mathematics work. We narrate the extent of the use of TCs among teachers from selected schools in Tshwane South district in Gauteng, South Africa. Our analysis shows that while there is prevalent use of TCs among teachers, there are critical gaps in relation to knowledge of TCs in assessing mathematics. We present a qualitative and quantitative data analysis to illustrate how these were used in connection with assessment of learners’ mathematics work linked to the concepts of numerical, geometric, and graphical relationships. We use our analysis of the vignettes to explore and argue that teachers use TCs without adequate understanding of what these actually mean in relation to assessment broadly and assessment intended at collecting and clarifying goals for mathematical learning specifically. Despite teachers having mathematical qualifications and a repertoire of experience for teaching, the majority of teachers grappled with understanding mathematical concepts as evidence in how they marked learners’ mathematics work. The study also found that teachers’ understandings of assessment of mathematics were diverse and largely inconsistent with the formal definitions of mathematics.Contribution: This study indicated that there are critical gaps in relation to knowledge of TCs in assessing mathematics. A clear-cut marking policy will guide teachers to provide effective marking using TCs.

What motivates and demotivates Estonian mathematics teachers to continue teaching? The roles of self-efficacy, work satisfaction, and work experience

AbstractEstonian students achieved high scores in the latest Programme for International Student Assessment surveys. At the same time, there needs to be more knowledge about the teachers guiding these students, as this could provide insights into effective teaching methods that can be replicated in other educational contexts. According to the Teaching and Learning International Survey, Estonian teachers' average age is among the highest in the world, and the shortage of young, qualified mathematics teachers is well-documented. The present study aimed to map the motivating and demotivating factors for mathematics teachers to continue working in this profession. The effective sample comprised 164 Estonian mathematics teachers who responded to items regarding self-efficacy and job satisfaction and open-ended questions about motivating and demotivating factors regarding their work. The results showed that students, salary and vacation, and job environment are both motivating and demotivating for mathematics teachers. On the one hand, helping the students to succeed (and witnessing the progress), satisfying salaries and a good job climate motivate the teachers. And at the same time, students' low motivation, poor salary, and straining work conditions (e.g., very high workload) serve as demotivating factors. We showed that mathematics teachers' work experience is an essential factor to be considered when thinking about motivating and demotivating factors for teachers, as well as their self-efficacy and job satisfaction. The reasons, possible impact, and potential interventions on an educational policy level are discussed.

The Development of STEM-nuanced Mathematics Teaching Materials to Enhance Students’ Mathematical Literacy Ability Through Information and Communication Technology-Assisted Preprospec Learning Model

<p style="text-align:justify">The mathematical literacy ability of Indonesian pupils is still relatively low, as indicated by Indonesia's score of 379 for mathematical literacy in PISA 2018. Paying attention to the learning process such as the teaching materials used in learning, is one of ways to increase mathematical literacy skills. To strengthen students' mathematical literacy skills, it is great for building qualified mathematics teaching materials with the nuances of science, technology, engineering, and mathematics (STEM) which are supported by the information and communication technology (ICT)-assisted Preprospec (Prepare, Problem Solving, Presentation and Conclusion) Learning Model. The research method used in this study is research and development (R&D), with the main reference of 4D-model development by Thiagarajan, whose stages are limited to define, design, and develop. The results showed that the feasibility test on teaching materials obtained the total average percentage of validator I to validator V, respectively, 90.19, 95.45, 93.90, 91.95, and 97.95 with very eligible criteria. It is easy to understand by students with a readability score of ρ = .109 > α = .05 or Cochran's Q = 13.091, and it can improve students' mathematical literacy skills, as evidenced by the Wilcoxon test and a gain normalization result of 485.</p>

Mapping mathematical competences across subjects for advanced level qualifications in England

AbstractEfforts to increase the number of young people in England studying mathematics post‐16 have historically focused on participation in standalone mathematics qualifications. However, following the recent A‐level reforms, many advanced level students are engaging with some form of mathematics through the mathematical content now formally embedded within other subjects. To offer a more comprehensive view of the mathematics being learned post‐16 we present a framework analysis of the subject content documents of the 19 A‐level subjects with a required quantitative component, using a recently developed framework of General Mathematical Competences (GMCs). Results are visualised as maps showing the presence of GMC sub‐competences for individual A‐level subjects and combinations of subjects. The application of the GMC framework in this new context provides a much‐needed common language for cross‐curricular discussion of the types of mathematics present in different subjects, with implications for interdisciplinary mathematics learning and curriculum alignment between post‐16 and higher education across the disciplines. In addition, the framework highlights the non‐binary nature of mathematics participation, calling into question what counts as participating in mathematics in the post‐16 phase.

Effects of Teacher’s Qualifications on Students’ Academic Performance in Mathematics Subject in Public Boarding Secondary Schools in Rwanda. A Case of Rubavu District

This research focused on examining the influence of teacher qualifications on students’ academic performance in mathematics at public boarding secondary schools in Rwanda’s Rubavu District. It aimed to identify which teacher qualifications in mathematics impact students’ math performance, analyze how teacher qualifications affect math performance, and investigate the connection between teacher qualifications and student performance in mathematics. The study used a descriptive and correlational design with a mixed approach of qualitative and quantitative approaches to examine the impact of teacher qualifications on students’ academic performance in mathematics subject in public boarding secondary schools in Rwanda, a case of Rubavu District. The target population included 343 respondents, including 225 mathematics teachers and 118 mathematics leaders. The researcher determined the sample size of 185 respondents using Yamane formula. Respondents were selected using a purposive sampling technique using questionnaires and documentary research techniques as data collection tools and taking into account pilot studies. The results were analyzed using SPSS version 21 and interpretations were made based on the results reported by the respondents. Key findings showed that independence in learning, exam and test results, homework completion, and class participation were positively associated with students’ performance in mathematics. Moreover, teacher qualifications were significantly related to various research variables, such as mastery of math content, classroom management, use of ICT skills, and education level. These factors collectively had a positive influence on students’ academic performance in mathematics. The study’s recommendations include providing training for mathematics teachers to enhance their qualifications, improving the mathematics curriculum, increasing the availability of learning materials, and conducting further research on teaching methodologies and student perceptions of math education.

The influence of prior experience with mathematics and A-Level science subjects on statistics anxiety in undergraduate psychology students

Statistics is a core subject in the psychology undergraduate curriculum and is often associated with increased anxiety among learners. The aim of this study was to identify factors relating to statistics anxiety, and specifically, how prior experiences in mathematics and A-Level science qualifications may influence students’ perceptions as they begin their undergraduate course. Four hundred and eighty-seven first year psychology students filled in an online survey with a range of quantitative and qualitative measures. Number of science A-Level subjects studied at school was a significant negative predictor of interpretation anxiety, and a positive predictor of perceived worth of statistics and perceived self-concept. Students without a mathematics qualification felt at a disadvantage in studying statistics in their degree overall and compared to their peers. Findings provide key insights into students’ specific concerns and highlight the benefits of studying science subjects in secondary education prior to a psychology undergraduate degree.

EFFECTIVENESS OF INSTRUCTIONAL PROCESS IN THE REALIZATION OF GENERAL MATHEMATICS OBJECTIVES IN SENIOR SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA

The aim of the study is to determine the significance difference of the effectiveness of instructional process in the realization of general mathematics objectives in senior secondary schools in Rivers State. Three research questions and three corresponding hypotheses were formulated to guide the achievement of the study objectives. This study adopted the descriptive survey research design. This population of the study comprised 727 (public 68 and private 659 [government approved]) Mathematics teachers in the Senior Secondary Schools in Port Harcourt City in Rivers State. The sample size is of two hundred and eighteen (218) Mathematics teachers representing 30% percent of the total population of the study from the public and private Senior Secondary Schools in Port Harcourt City in Rivers State which is believed to be a true representation of the population. The stratified sampling technique will be used to determine the sample size. The instrument for data collection was a self-structured questionnaire titled Effectiveness of Instructional Process in the Realization of General Mathematics Objectives Questionnaire (EIPRGMOQ). The responses to the items were assessed on a four-point Likert scale of Strongly Agree (SA) =4, Agreed (A) =3, Disagreed (D) = 2 and Strongly Disagreed (SD) =1 Instrument was validated while its reliability was also determined using Cronbach Alpha and the index results obtained is a =0. 848. Mean and standard deviation was be employed to answer the research questions while independent t-test was used to test the hypotheses at .05 significance level. Based on the findings of the study it can be concluded that the effectiveness of the senior secondary school general mathematics instructional process in Rivers State is above average. Recommended that qualified mathematics teachers should be made available, motivated and sustained and that teachers should be frequently exposed to workshops, seminars and conferences so that they could effectively utilize the methods that could convey mathematics concepts easily to the learners.

ЕЛЕМЕНТИ КОМП’ЮТЕРНОЇ ПІДТРИМКИ НАВЧАННЯ МАТЕМАТИЧНОЇ ЛОГІКИ

The article contains an analysis of individual stages of research on the methodological problem of developing the components of an effective computer-oriented methodological system for teaching the discipline «Mathematical Logic», which is provided for by the educational and professional program of training mathematics teachers in a pedagogical institution of higher education. The methodical and procedural issues of simplifying logical expressions when designing contact circuits in the Derive mathematical software environment are considered. Examples of solving certain typical problems of the mathematical logic course with corresponding computational implementations in the Derive mathematical software environment are given. A brief review of scientific, educational and methodical literature, which is used during the teaching of the course of mathematical logic, was carried out, the expediency of using mathematical software during the development of the content of the specified discipline was substantiated. It is pointed out the extremely important importance of solving the methodological and scientific problem of developing and approving innovation-oriented components of the methodological system of teaching mathematical disciplines, which is an important prerequisite for the professional training of a new generation of modern highly qualified mathematics teachers. Provisions have been formulated on the expediency of developing algorithmic components of formative and final evaluation of the educational activity of students of higher pedagogical education, whose professional training involves mastering the disciplines of the mathematical cycle. Attention is drawn to the expediency of the methodically prepared application of mathematical environments in the process of learning mathematical logic, which contributes to the solution of the problem of the formation of both professional subject and general competences in students, including informational and digital ones. The methodical recommendations presented in the article can be useful to pupils and students for the organization and activation of independent educational activities, teachers of secondary educational institutions, leaders of optional and group work with students, teachers of the mathematical logic course of pedagogical higher educational institutions. Key words: statements, algebra of statements, logical operations on statements, relation of logical sequence based on the algebra of statements, contact diagram, logical laws of the algebra of statements, tautology, rules of derivation based on the algebra of statements, logical analysis of reasoning and judgments.

Development of Mathematics Learning Module Based on Realistic Mathematics Education (RME) Approach in SPLDV Materials

Learning mathematics which is still abstract makes it difficult for students to understand the material of a two-variable linear equation system. It is necessary to arrange modules with realistic content to make it easier for students to understand the material. The research aims to develop a Mathematics learning module based on the Realistic Mathematics Education (RME) approach to the Material of a Two-Variable Linear Equation System. The research method developed is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instruments used in this study were validation sheets, observations, and learning outcomes tests. Validation sheet to obtain data about the results of the validation of experts regarding the module, observation sheet to see the implementation of the module. Test results to determine the average percentage of student test scores. Data analysis was carried out to obtain a suitable and qualified mathematics learning module that met the valid, practical, and effective criteria. The criteria for the level of validity, practicality, and effectiveness of the module that are considered sufficient to continue at the next stage are at least . Based on the results of the limited trial, the results obtained were very good, students felt happy and excited during the delivery process. To the illustrations in the module that were distributed to students, their response was enthusiastic and enthusiastic in working on the practice questions during the learning process. It can be seen from the results of the evaluation carried out by the students that it produced a positive response, so that the percentage of the students' positive response was the lowest at 80.49. This means that the development of this module is very useful and beneficial for students.

The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis

Understanding the secondary–tertiary transition is not only an educational matter, but also an inclusion and equality matter as mathematics qualifications lead to better employment and better earning for students. Research on what causes the crisis associated to this transition has so far focused on the impact of cognitive and epistemological changes in university mathematics. Recently, attention has been given to sociocultural and affective issues, which indicate the impact of diverse contexts on such event in the students’ life. Here we present a study investigating the experiences of first-year mathematics students in three European countries. The study adopted the framework of transition as a rite of passage and to detect the changes in attitudes towards the mathematics which originated the crisis, the three-dimensional model for attitude towards mathematics (TMA) was used. Data consist in one questionnaire translated into three languages and administered to students in the first year of study. Most of the questions were open-ended, and the data were analysed first qualitatively and then quantitised. Results show that while the transition experiences of the students may seem on the surface uniform, some significant differences emerge for motivation to join mathematics degrees, motives for changes in perceived competence, and impact of university mathematics formalism. We hypothesise a link between these changes and the differences in educational environments in the three countries. We conclude with highlighting the need for more research of this kind to understand the secondary–tertiary transition in the educational context in which it happens.

Mathematics in England’s further education colleges: who is teaching what, and why it matters

ABSTRACT Improving mathematical skills is a priority in England, and a series of policy levers and government change projects have focused on improving mathematical outcomes in further education (FE) in recent years. Yet little is known about the mathematics teacher workforce that supports these students on vocational and technical programmes. This paper addresses this knowledge gap by examining important features of the mathematics teacher workforce in colleges and the implications for recruitment, initial training and ongoing professional development. We report findings from a national survey targeted at all mathematics teachers in around one-sixth (N = 31) of England’s general FE colleges. Teachers have transitioned into FE from three main areas: another career, curriculum area, or educational context. We discuss the varied assets and training needs of these three subgroups and argue that the mathematics teacher cohort in FE should be seen as distinct from that in either primary or secondary education. We highlight the bimodal distribution of mathematics qualifications amongst this workforce; those having level 2 mathematics qualifications being more likely to be teaching functional skills mathematics courses than GCSEs. The rapid expansion of the mathematics teacher workforce that followed the changes to the condition of funding in 2014 has come disproportionately from teachers who were previously working in schools. This, together with a trend of funnelling increasing numbers of FE students into academic mathematics rather than functional skills courses, raises important questions about the nature of mathematical education for learners on vocational and technical programmes, and the teachers thereof.

The positioning of GCSE and Functional Skills in Further Education: how do vocational students make sense of post-16 mathematics pathways?

ABSTRACT Continuing to study mathematics is currently a requirement for low attaining 16- to 18-year olds in Further Education, as part of an ongoing drive to raise basic numeracy skills in England. However, these students, widely regarded as demotivated, often fail to make any progress in mathematics over the two years. This research explores how students make sense of the complex relationship between the two main post-16 qualifications, GCSE and Functional Skills, and its effect on students’ opportunities to succeed in mathematics. The study was conducted with vocational students (N = 187) at one Further Education college in the academic year 2018–19, using both a questionnaire and examination results. Findings suggest multiple dimensions that students valued in mathematics qualifications, while GCSE and Functional Skills were viewed either as a single linear progression or as two divergent pathways. Success was linked to features of the qualification taken, raising questions about inequality of opportunity.

Mathematics curriculum waves within vocational education

ABSTRACT Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focussed attention on post-16 mathematics education, for example, in the UK Government’s 2017 Industrial Strategy. Whilst high-stakes academic qualifications at 16 (GCSE) and 18 (A-level) have stood the test of time, the ‘forgotten third’ of students in England’s Further Education colleges have fared less well. Over the last 30 years a series of mathematics qualifications for vocational students have been established and then discarded. This paper utilises a theory of change approach to understand this repeating pattern for three successive curricula: core, key and functional mathematics. Waves of rise and decline include critical moments of reinforcement, or synergy with wider reforms, but trajectories are also affected by shifting policy visions for Further Education and entrenched knowledge hierarchies that value academic mathematics qualifications over vocational ones. Whether ‘alternative’ mathematics curricula for FE students can achieve longevity and widespread recognition remains to be seen. The implications from this analysis of historical trajectories are that changes to established attitudes and educational values are needed to halt this repeated cycle of short-lived alternatives to GCSE Mathematics.

Considering Young People’s Dislocation From STEM Education: Looking Beyond the Narrow Focus of Teaching and Learning Practice Within School

Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily available STEM-related jobs in RRR areas. Currently many rural children and young people are not exposed to, nor recognize the diverse ways in which STEM knowledge is required and used in their world. We propose that if young people are to increasingly engage with STEM and continue onto STEM-related careers, they must be able to see connections between their “school” learning of STEM and the STEM knowledge that is enacted in rural work and life. We also suggest that for this to change, there should be increased visibility of “place-based” knowledges, including Aboriginal STEM knowledges, in RRR communities to promote enhanced student engagement with STEM. In this paper we explore these ideas by drawing on Foucault and Bourdieu understandings to develop a methodological framework – thePlace-based STEM- alignment Frameworkfor the purposes of exposing alternate STEM knowledges. We argue that the nuanced and critical methodological approach applied in the development of thePlace-based STEM-alignment Framework, is necessary in order to generate this analytical tool and provide data that will allow us the scope to “reset” current understandings of STEM knowledges. The framework design provides us with the methodological vehicle to identify possible reasons for the invisibility of STEM knowledge and practices in the local fabric of RRR communities and to examine enablers and/or barriers to engagement in STEM learning. The framework must be a practical tool for use in the field, one that can be used in RRR communities to engage, children and young people, in STEM, in a way that is meaningful and that aligns with their everyday experience of RRR life. Finally, the framework has to work to enable alternative perspectives to be exposed that will advance methodological considerations of STEM.