The SAGE Handbook for Research in Education stimulates and encourages students, faculty, and educational practitioners, including individuals in education, government, and the private sector who conduct applied and policy-oriented educational research, to place the pursuit of ideas at the epicentre of their research-from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings.
Chapter 9: 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 ...