Mathematics
and science are more than bodies of knowledge. They represent a way of
looking at the world and ordering one's experiences in it. The study of
mathematics and science presents occasions to open young minds to new ideas
and to equip students with the intellectual tools that will guide them
as learners for the rest of their lives. Too often this is a missed opportunity.
Most schools today use a conventional approach to teaching these subjects. This approach presents science as a fixed body of facts, principles, and definitions, ordered sequentially, and divided into disciplines such as biology, chemistry, and physics. Mathematics instruction is usually lecture and practice. Students depend upon the teacher to supply the "correct" solution to problems and there is very little opportunity for creativity and critical thinking. In both mathematics and science classrooms, learning is dispensed by the teacher and the textbook, with students expected to master a range of topics by listening, reading, and repetitive practice. Instead of acquiring understanding, students learn isolated bits of information.
The approach to teaching described above does not work for most students. Somewhere in the middle grades students tend to lose interest, and by high school, many find mathematics and science difficult, boring, and irrelevant. Few take advanced courses. The result is that most adult citizens are not mathematically and scientifically literate. For example, it is not uncommon to find adults who do not know that the earth revolves around the sun once a year, or others who have difficulty estimating the cost of an item on sale at a 25 percent discount. According to many, this is the result of placing too much emphasis on covering too many topics superficially rather than in-depth learning; seatwork rather than activities; memorization rather than critical thinking; and recitation rather than well-reasoned argument.
The opportunity to learn is an important factor in the effort to achieve the goal of mathematical and scientific literacy for all Pacific children. Mathematics and science need to receive more attention. Teachers need to be comfortable with these subjects and must receive the preparation and inservice training they need to become effective mathematics and science teachers.
There are major efforts underway to move from conventional approaches to teaching and learning with new visions that reflect what is known about effective education. These efforts describe what all students should know and understand about mathematics and science, and they recommend teaching in ways designed to address all students' learning styles, abilities, and cultural backgrounds.
Review of these reform efforts reveals striking similarities that point the way to major shifts in content, instruction, assessment, and the professional development of educators implementing these new visions in schools and communities. These changes are summarized below in the Shifts in Mathematics and Science Education table and are reflected throughout the Pacific Standards for Excellence .
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