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Juliet A. Baxter & Shirley J. Magnusson

In: The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry

Chapter 9: Learning in Science and Mathematics: The Role of Philosophy, Theory, and Methodology in Shaping our Developing Understanding

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Learning in Science and Mathematics: The Role of Philosophy, Theory, and Methodology in Shaping our Developing Understanding
Learning in science and mathematics: The role of philosophy, theory, and methodology in shaping our developing understanding

Educational researchers have long grappled with how to improve the teaching and learning of science and mathematics. International and national studies of student achievement results suggest that many students, particularly students of color and girls, are under-served in both mathematics and science (Reese, Miller, Mazzeo, & Dossey, 1997; Schmidt, McKnight, Cogan, Jakewerth, & Houang, 1999). For some children—a small select group—mathematics comes easily. They “see” mathematical patterns and relationships wherever they are. For others—a much larger group—mathematics is an intimidating mysterious domain that requires prodigious memorization skills to produce correct answers. In ...

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