Given the importance placed on mathematics, science, and technology in our society, leaders and researchers in the educational community need to be aware of these issues and to be familiar with relevant research. This course examines these issues and key questions from a theoretical perspective, through an examination of the emerging literature, as well as the perspective of the practice of teaching and learning mathematics, science, and technology. Participants in the course have the opportunity to collectively examine the broad range of issues and also have the opportunity to focus on one area of study that is of particular interest to them and to their practice.

Resources:

• Apple, M.W. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431.
• Borasi, R. (1994). Learning mathematics through inquiry. Portsmouth, NH: Heinemann.
• Bishop, A.J. (1990). Mathematical power to the people. Harvard Educational Review, 60(3), 357-369.
• Bracey, G.W. (2000). The TIMSS ‘final year’ study and report: A Critique. Educational Researcher, 29(4), 4-10.
• Clements, D.H., & Battista, M.T. (1990). Constructivist learning and teaching. The Arithmetic Teacher, 38(1), 34-37.
• Collins, H., & Pinch, T. (1998). The golem at large: What you should know about technology. Cambridge: Cambridge University Press.
• Cooper, D.A. (1999). Navigating the thorny path: A colloquial definition of mathematics literacy with connections to various school mathematics standards. In K. Comfort (Ed.), Advancing standards for science and mathematics education: Views from the field. Washington, DC: American Association for the Advancement of Science.
• Davis, B. (1997). Listening for differences: An evolving conception of mathematics teaching. Journal for Research in Mathematics Education, 28(3), 355-376.
• Davis, B. (1996). Teaching mathematics: Toward a sound alternative. New York: Garland.
• Davis, R., Maher, C., & Noddings, N. (Eds.). (1990). Constructivist views on the teaching and learning of mathematics [Special issue]. Journal for Research in Mathematics Education. (Monograph No. 4)
• Ernest, P. (1991). The philosophy of mathematics education. London, UK: Falmer Press.
• Fey, J.T. & Hirsch, C.R. (1992). Calculators in mathematics education. Reston, VA: National Council of Teachers of Mathematics (NCTM).
• Gregory, J. & Miller, S. (1998). Science in public: Communication, culture, and credibility. New York: Plenum Trade.
• Harding, S. (1991). Whose science? Whose knowledge? Thinking from women’s lives. Milton Keynes Open University Press.
• Heid, M. et al. (1993). Computing technology. In P.S. Wilson (Ed.). Research ideas for the classroom: High school mathematics. New York: Macmillan Publishing. 198-214.
• Irwin, A., & Wynne, B. (Eds.) (1996). Misunderstanding science: the public reconstruction of science and technology. Cambridge: Cambridge University Press.
• Kaput, J. (1992). Technology and mathematics education. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning. NY: Macmillan Publishing. 515-557.
• Kulm, G. (Ed.). (1990). Assessing higher order thinking in mathematics. Washington,DC: American Association for the Advancement of Science.
• Layton, D., Jenkins, E., Macgill, S., & Davey, A. (1993). Inarticulate science? Perspectives on the public understanding of science and some implications for science education. Nafferton: Studies in Education Ltd.
• Levinson, R., and Thomas, J., (Eds.). (1997). Science today: problem or crisis? London: Routledge.
• Lubienski, S.T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31(4). 454-482.
• Ma, Liping. (1999). Knowing and teaching elementary school mathematics. Mahwah, NJ: Lawrence Erlbaum Associates.
• Morgan, C. (1998). Writing mathematically: The discourse of “investigation”. Bristol, PA: Falmer Press.
• National Research Council. (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
• National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Paulos, J.A. (1988). Innumeracy: Mathematical illiteracy and its consequences. New York: Hill & Wang.
• Rogers, P., & Kaiser, G. (Eds.) (1995). Equity in mathematics education: Influences of feminism and culture. London: Falmer Press.
• Romberg, T.A. (Ed.). (1995). Reform in school mathematics and authentic assessment. Albany, NY: State University of New York Press.
• Secada, W.G. (Ed.). (2000). Changing the faces of mathematics: Perspectives on multiculturalism and gender equity. Reston, VA: NCTM
• Seeger, F., Voigt, J., & Waschescio (Eds.). (1998). The culture of the mathematics classroom. Cambridge, UK: Cambridge University Press.
• Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57.
• Shamos, M. (1999). The myth of scientific literacy. New Jersey: Rutgers University Press.
• Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.
• Sowder, J.T.(Ed.). (1997). Equity, mathematics reform, and research: Crossing boundaries in search of understanding (Special issue). Journal for Research in Mathematics Education, 28(6).
• Spurgeon, D. (1990) Communicating science: why and how: Second conference on the public awareness of science in Canada. Ottawa: The Royal Society of Canada – Committee on the Public Awareness of Science.
• Tobias, S. (1994). Overcoming math anxiety. New York, NY: W.W. Norton.
• Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan. May.
• Wiggins, G. (1999). Assessing student performance. San Francisco, CA: Jossey-Bass.