Bridging the Gap between Culture and Mathematics: The Appalachian Perspective. Occasional Paper.

Overview & Synopsis

This paper reviews the literature on mathematics education, rural education, and the effects of culture on mathematics teaching and learning with regard to the role of mathematics and mathematics education in central Appalachia. Studies of cultural differences between different countries, racial/ethnic groups, and genders suggest five general cultural factors affecting mathematics performance and dispositions: societal influences; parent attitudes, values, and beliefs; teacher attitudes, values, and beliefs; student perceptions and beliefs; and language. However, almost no studies have been conducted on the effects of rural culture on mathematics education, largely because rural culture is not clearly defined. Research on student performance, teacher quality, postsecondary problems, and the influence of Appalachian culture on education in general reveals some patterns but completely fails to address the specific cultural effects of Appalachia on the teaching and learning of mathematics. Funded in 2001 by the National Science Foundation, the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) aims to cultivate indigenous leadership capacity for the improvement of school mathematics in rural places. ACCLAIM's strategies include implementing a research agenda that examines the effects of Appalachian culture on mathematics teaching and learning, promoting teaching methods that connect mathematics to students' culture and interests, and establishing cadres of leaders in mathematics education to support teachers. (Contains 70 references) (SV)