The stigma of mathematics in low socioeconomic communities in relation to their ability to learn maths.

Illustration by Nino Mekanarishvili

Teachers’ beliefs about their students’ ability to learn mathematics play an important role in shaping the kind of mathematics that students are offered and the ways they are taught the subject. Negative stereotypes about the capabilities of students from poor socioeconomic backgrounds and rural locations can lead to these students having impoverished opportunities to learn mathematics. There is an urgent need to break the cycle of self-fulfilling prophecies that unconsciously disadvantages students in negatively stereotyped groups.

Kim Beswick

Professor of Mathematics Education,
Head of School of Education

Author of more than 110 peer-reviewed research outputs; More than $10M (AUD) in competitive research funding; 13 years of teaching experience in rural schools; Life Member of the Australian Association of Mathematics Teachers; Associate Editor of the Journal for Mathematics Teacher Education; Convenor of the 15th International Congress on Mathematics Education to be held in Sydney in 2024.


Rizwana Roomaney


Illustration by Liani Malherbe

How Do We Shift The Belief Of Our Educators?

How Do We Make Mathematics Relevant To The Community In A Large Sense? How Can We Train High-Quality Teachers From Rural Community That Give Back To Their Community?

How Do We Explain The Value Of Mathematics To Poor Communities?

How Do Preschool Math Education Influence The Development Of Children?

How Can We Move Toward A More Global Mathematic Education?

Could We Use Online Learning To Bring More Qualified Teacher To Rural Areas And How?

Can We Adapt The Idea Of The Flying Eye Hospital To Teaching In Very Rural Communities?

Should We Do Level Group Or Mixed Up The Level To Benefit Most Students?

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