Abstract
I’ve got some explaining to do, at least to myself, and this venue is my only chance. Here’s the provocation: Secondary teachers of “advanced maths” (algebra, geometry, trigonometry, and calculus) everywhere have learned the mantra that “math[s] is everywhere” (Google the phrase to retrieve the evidence), but very few of them bring that everywhere-maths into the rural classroom, as we discovered in the process of conducting a recent study (Howley, Showalter, Howley, Howley, Klein, and Johnson 2011). Now, everywhere does not interest me much, except for the rural somewhere, which is, however, a lot like the actual and variable somewheres flagged as “everywhere” insofar as there, too, teachers of advanced maths seldom make such connections.
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© 2013 Bill Green and Michael Corbett
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Howley, C. (2013). Another Way to Read “The Rural”: A Bricolage of Maths Education. In: Green, B., Corbett, M. (eds) Rethinking Rural Literacies. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137275493_6
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DOI: https://doi.org/10.1057/9781137275493_6
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