Researching mathematics in rural primary multigrade classrooms
Bibliographic Data
| ID | 21577797 |
|---|---|
| Authors | Annette Morphett (0000-0002-7595-885X, University of South Australia, corresponding author), Lisa O’Keeffe (0000-0002-3728-2182, University of South Australia), Lisa O'Keeffe, Kathryn Paige (0000-0001-9238-0765, University of South Australia) |
| Year | 2025 |
| Volume | 131 |
| Pages | 102595 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2025.102595 |
| OpenAlex | W4409253116 |
| Language | EN |
| References cited | 20 |
Pedagogy for multigrade mathematics classes in rural schools. • collaborate, differentiate, explicit instruction, investigation, contextualise. • addressing the unique challenges of rural multigrade classrooms. Rural Australia has long been framed from a metrocentric deficit stance and reported as underachieving in school mathematics according to standardised assessments. International evidence claims that factors contributing to low achievement in mathematics for rural students may include geographical isolation, equity issues including access, and socio-economic status and indigeneity. This paper reports on one aspect of a doctoral study, which responded to the central question, what is really happening in middle-primary mathematics education in rural Australia? The study presented a counter-narrative to the deficit discourse through an emic perspective of middle-primary mathematics on Yorke Peninsula (YP), a rural district in southern Australia. The YP schools investigated had high numbers of multigrade classes which is typical of small, rural schools. In this paper we share the key inclusive pedagogical approaches that YP teachers adopted in their teaching of mathematics to the multiple year levels in their rural classrooms. The study provides guidance for teachers around how to plan for and teach, with an inclusive lens, mathematics to students in multigrade classrooms
Astrophysics · Mathematics education · Physics · Education Systems and Policy · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Psychology
Perspectives on Multigrade Teaching
Culturally Responsive Schooling for Indigenous Youth
(In)equality of opportunity
Good or bad? Understanding the effects over time of multigrading on child achievement
Using differentiated instruction in multigrade classes
Funds of Identity
An account from the inside
Teachers and their implementation of differentiated instruction in the classroom
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
Implications of the My School Website for Disadvantaged Communities
Locality and social representation
Flexible Grouping Strategies in the Multiage Classroom
The Space Between
| Highly cited | No |
|---|