Understanding Mathematics and Science Matters

Understanding Mathematics and Science Matters

Understanding Mathematics and Science Matters

Understanding Mathematics and Science Matters

Synopsis

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world.

The National Center for Improving Student Learning in Mathematics and Science--established in 1996 as a research center and funded by the U. S. Department of Education--was instrumental in developing instructional practices supportive of high student achievement in and understanding of mathematics and science concepts. NCISLA researchers worked with teachers, students, and administrators to construct learning environments that exemplify current research and theory about effective learning of mathematics and science. The careful programs of research conducted examined how instructional content and design, assessment, professional development, and organizational support can be designed, implemented, and orchestrated to support the learning of all students. This book presents a summary of the concepts, findings, and conclusions of the Center's research from 1996-2001.

In the Introduction, the chapters in Understanding Mathematics and Science Matters are situated in terms of the reform movement in school mathematics and school science. Three thematically structured sections focus on, respectively, research directed toward what is involved when students learn mathematics and science with understanding; research on the role of teachers and the problems they face when attempting to teach their students mathematics and science with understanding; and a collaboration among some of the contributors to this volume to gather information about classroom assessment practices and organizational support for reform.

The goal of this book is to help educational practitioners, policymakers, and the general public to see the validity of the reform recommendations, understand the recommended guidelines, and to use these to transform teaching and learning of mathematics and science in U. S. classrooms.

Excerpt

The research reported in this book focuses on providing reliable evidence on and knowledge about forms of mathematics and science instruction that focus on student understanding. the chapters in the book respond to the need to shift the conception of mathematics and science instruction in schools from the "assembly-line" metaphor consistent with the mechanistic views of the 19th century to a conception of mathematical and scientific literacy based on an "exploring a domain" metaphor consistent with the dynamic views of the emerging technological world. To provide a research basis for this shift in instructional practices, the National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA), established in 1996 as a research center of the U.S. Department of Education, worked to build the foundation for such reform in the United States based on the recommendations made during the past decade by the American Association for the Advancement of Science (1989), the National Council of Teachers of Mathematics (1989, 1991, 1995, 2000), and the National Research Council (1996).

Developing the conceptions of classroom instruction involves instructional design as well as examination of student learning and teachers' practices, all of which are concerns of professional development. in fact, to conduct research it was not sufficient to study instruction as it currently exists in schools; rather, we studied classrooms in which compelling new visions of mathematics and science are becoming the norm. in order to enable other classrooms to implement these visions, we were seeking to understand not only how these classrooms function, but also what it takes to construct and maintain such classrooms. Creating such classrooms has involved the coordinated work of teachers and researchers working together. the purpose of this book is to present a summary of the concepts, findings, and conclusions of our research and, in so doing, provide others with a con-

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