This session focuses on practical strategies for implementing place-based mathematics instruction that connects rural students’ lived experiences to meaningful STEM learning. The presenter will share classroom-tested examples from an Algebra 1 systems of equations project grounded in local farming practices, where students model real agricultural decisions using linear systems. Participants will explore how place-based modeling tasks can be designed, scaffolded, and assessed within existing curricula and standards. Drawing on supporting research from a rural high school study, the session will highlight evidence of how these approaches impact student engagement, relevance, and confidence in mathematics. Attendees will examine project structures, student work samples, and assessment tools that emphasize real-world decision-making and environmental context rather than rote procedures. Key takeaways include concrete strategies for designing place-based modeling tasks, adapting projects for different rural or community contexts, and using local knowledge, such as agriculture and environmental systems, to support sense-making, reduce math anxiety, and deepen student learning.
