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

Authors

  • Celia Rousseau Anderson
  • Angiline Powell

DOI:

https://doi.org/10.21423/jume-v2i1a34

Keywords:

opportunity to learn, urban

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.

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Published

2009-07-26

How to Cite

Anderson, C. R., & Powell, A. (2009). A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District. Journal of Urban Mathematics Education, 2(1), pp. 5–. https://doi.org/10.21423/jume-v2i1a34

Issue

Section

RESEARCH ARTICLES