Improving mathematics and science education in rural Australia: A practice report
Robert Whannell, Steve Tobias
There has been a steady decline in the number of secondary and tertiary students studying mathematics and science. Rural schools also report a shortage of qualified teachers in these disciplines. This paper describes the steps taken at the University of New England (UNE) to improve the provision of mathematics and science education (MS) in rural Australia. Initiatives such as the use of an online interactive digital classroom by rural NSW schools presenting MS contexts based on a SMART (sustainable, management, and accessible rural technologies) Farm will be presented. Research to improve teacher confidence and competence in these areas will be discussed along with the steps being taken to develop a Higher Education Research Facility (HERF) which will support research and engagement in the STEM domain.
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