Math learning is one of the most important elements in the global education system that helps students develop analytical, logical, problem solving skills. However, there is a significant difference between the approach to urban and rual learning. These differences are influenced by factors like the availability of resources, social conditions, economies, and access to technology. This article will discuss the difference between a student's approach in both areas, a factor that affects those differences, as well as some attempts to overcome the gap.

Mathematical Studies in Urban Territory

In urban areas, math education generally gets access to better technology and resources. Here are some common characteristics of math learning in urban schools:

1. Access to Technology Schools in urban areas often have access to modern technology, like computers, tablets, and special software for mathematics. This technology allows the use of interactive aids, such as GeoGebra or simulation apps, to enrich mathematical learning. Besides, a more stable Internet connection allows students to access online learning sources, including videos, modules and tutorial.
2. Variable and Innocent curriculum Schools in urban areas often have more flexible curriculum and are able to integrate innovative learning methods. Project-based study, for example, is easier to apply in this region because there are supporting facilities and collaboration with educational institutions or local companies.
3. Teacher Support with High Qualification Teachers in urban schools tend to have higher qualifications and access to additional training and certification. Many of the teachers in the urban region are regular professional development programs, which enrich their teaching skills as well as the ability to implement different methods of learning.
4. More Complete Facility and Resources Facility like math labs, libraries, and access to new books is more common in urban schools. It allows students to study math concepts with a more holistic and profound approach.

Mathematical Learning in the Rural Territory · Global Voices

Instead, in the raw region, math learning often faces greater challenges because of the limitations of technology and access. Here are some common characteristics:

1. Technology Limit Schools in rural areas often have limited access to technology devices like computers and Internet. It allows students not to have the same access to online learning sources or digital learning aids, which limit their opportunities to explore the mathematical concepts interactively.
2. Curicle limitations and Teaching Methods The curriculum in the Rural area tends to be simpler and less innovative than the urban region. It's caused by its minimal resources and facilities available to support modern learning methods. Many of the schools in the Rural region still use traditional learning approaches such as lecture or method of innate, which are less effective in developing critical student thinking skills.
3. The lacking of qualified teachers In many rural areas, there is a shortage of qualified teachers. The available teachers may lack special training in innovative mathematical teaching methods. It makes it harder for students to access a varied and challenging approach of learning.
4. Limited Facility The school facility in the Rural region is often inadequate, including the minimum reference book, inadequate classroom, and lack of access to extra ajar materials. This limited facility affects the quality of math learning that students receive.

Facts that affect differences in the Close Math Learning

1. Social Divergence - Economics Social-economic conditions between urban and Rural areas have deeply affected the approach to mathematical learning. Urban areas usually have greater access to investment in education, both from government and private sector. Instead, rural areas often experience budget limitations that affect the quality of education.
2. Access to Master Training Teachers in urban areas often get the opportunity to follow professional training related to the latest method of learning. Meanwhile, teachers in rural areas sometimes don't have the same access to the training, which affects the variation and quality of the teaching method they apply.
3. The difference Infrastructure Technology Access to technology becomes one of the main factors that separates math learning between urban and Rural areas. In urban areas, schools have technology infrastructure that allow the use of digital media in mathematical learning. Instead, schools in rural areas that don't have access to the Internet or technology devices have to rely on traditional methods.
4. People's View of Education Urban communities are generally more aware of the importance of higher education, including mathematical mastery. Instead, in some rural areas, children are often asked to help the family work, so that the time for learning is more limited. It affects the motivation of learning students in math.

Attempt to Override Math Studies between Urban and Rural Students · Global Voices

1. Provides training for the Homeless Teachers Giving regular training to teachers in rural areas about effective and innovative learning methods can help improve the quality of learning. It can include collaborative learning strategies, problem-based learning, and how to integrate technology in learning.
2. Simple Technology Utilities For schools in rural areas that have technology limitations, simple technology tools like calculator, interactive blackboards, or mobile devices can be solutions. With the help of this device, students can learn math in a more interesting and interactive way.
3. Collaborate with Non- Government Organization (NGO) Some non-government organizations or donor agencies can help provide educational resources for schools in rural areas. Help is like textbooks, technology tools, or teacher training can help reduce education gap between urban and Rural areas.
4. Contextual Cultural Development Developing a curriculum that fits local environmental context in rural areas can make math more relevant to students. For example, students can be asked to study math through agricultural activities, like calculating land area area or measuring water volume.
5. School Exchange or Visit Program The exchange program of students or inter-school visits can expand the insight of students in the Rural region about the method of learning applied in urban areas. Moreover, teachers in rural areas can also learn from their colleagues in urban areas about more varied teaching methods.

Conclusion

The difference in the approach to math learning between urban and Rural students reflects an access gap in resources, technology and training teachers. To overcome this gap, it takes collaborative efforts from different parties, including government, educational institutions and communities. By giving equal attention to the needs of students in both areas, we can create a more fair and equal learning opportunity, which will eventually help students across the country reach their maximum potential in math.

Source: OECD (2022). Education at a Glance 2022: Urban and Rural Education Disparities. Paris: OECD Publishing.