Math, Science, and Technology Education

This is not the most recent version, view other versions

Larry E. Suter,

Larry E. Suter

Search for more papers by this author

Larry E. Suter,

Larry E. Suter

Search for more papers by this author

First published: 15 February 2007

https://doi.org/10.1002/9781405165518.wbeosm051

Share a link

Email
Wechat
Bluesky

Abstract

The study of educational practices in mathematics, science, and technology considers the social, psychological, economic, and political forces that affect career choice and cognitive understanding of those subject areas. The field involves the development of theories and methods that explore how students learn complex topics in the sciences and engineering. Many products of research in technology apply theories and methods of psychology, education, political science, engineering, and all sciences as well as of sociology. The subject areas of mathematics, science, and technology are considered priority areas for study because the knowledge can affect economic production and invention. Moreover, these subjects are the domain of school learning rather than home learning in all countries.

REFERENCES AND SUGGESTED READINGS

Bush, V. (1945) Report to the President on a Program for Postwar Scientific Research. Science – The Endless Frontier (July).
Google Scholar
Cronbach, L. J. & Suppes, P. (1969) Research for Tomorrow's Schools: Disciplined Inquiry for Education. Macmillan, London.
Google Scholar
Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (2003) Transforming Teaching in Math and Science: How Schools and Districts Can Support Change. Teachers College Press, New York.
Google Scholar
D. Grouws (Ed.) (1992) Handbook of Research on Mathematics Teaching and Learning. Macmillan, New York, pp. 3–38.
Google Scholar
Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., et al. (2003) Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study. NCES 2003–013. US Department of Education, National Center for Education Statistics, Washington, DC.
Google Scholar
Kilpatrick, J. (1992) A History of Research in Mathematics Education. In: D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning. Macmillan, New York, pp. 3–38.
Google Scholar
Miller, J. D. (2004) Public Understanding of, and Attitudes toward, Scientific Research: What We Know and What We Need to Know. Public Understanding of Science 13: 273–94.
10.1177/0963662504044908
Web of Science® Google Scholar
J. Mortimer & M. Shanahan (Eds.) (2003) Handbook of the Life Course. Kluwer Academic/Plenum, New York.
10.1007/b100507
Google Scholar
National Science Board (2000) Science and Technology Policy: Past and Prologue. A Companion to Science and Engineering Indicators – 2000. National Science Foundation, NSB 0087. Online. http://www.nsf.gov/pubs/2000/nsb0087/start.htm.
Google Scholar
T. Plomp, R. E. Anderson, N. Law, & A. Quale (Eds.) (2003) Cross-National Policies and Practices on Information and Communication Technology in Education. Information Age Publishing, Greenwich, CT.
Google Scholar
A. Porter & A. Gamoran (Eds.) (2000) Methodological Advances in Cross-National Surveys of Educational Achievement. National Research Council, Washington, DC.
Google Scholar
Stigler, J. W. & Hiebert, J. (1999) The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press, New York.
Google Scholar

The Blackwell Encyclopedia of Sociology

Browse other articles of this reference work: