A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District

Abstract

In this article, the authors examine the historical and contemporary conditions of two school districts—one urban and the other rural. Despite the surface differences between the districts, this comparison reveals several historical and contemporary similarities and connections between the two settings. The authors describe the implications of these relationships for future directions of urban mathematics education scholarship. Specifically, they posit the need for a “metropolitan” perspective that would take into account the interrelationships between cities and their suburban or rural neighbors.