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Journal articles on the topic 'Science and math education'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Fang, J. Y. "Characterizing Math Education." Science 271, no. 5256 (1996): 1653a. http://dx.doi.org/10.1126/science.271.5256.1653a.

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2

Fang, Jian-Yun. "Characterizing Math Education." Science 271, no. 5256 (1996): 1653. http://dx.doi.org/10.1126/science.271.5256.1653.a.

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3

Fang, Jian-Yun. "Characterizing Math Education." Science 271, no. 5256 (1996): 1653. http://dx.doi.org/10.1126/science.271.5256.1653-a.

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4

Mulhall, M. "Science and math education budget." Eos, Transactions American Geophysical Union 71, no. 13 (1990): 356. http://dx.doi.org/10.1029/eo071i013p00356-02.

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5

Showstack, Randy. "Greenspan promotes science and math education." Eos, Transactions American Geophysical Union 81, no. 41 (2000): 470. http://dx.doi.org/10.1029/00eo00346.

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6

Kumar, Mohi. "Science and math education action plan." Eos, Transactions American Geophysical Union 88, no. 34 (2007): 335. http://dx.doi.org/10.1029/2007eo340004.

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7

BORMAN, STU. "Bush strongly backs math, science education." Chemical & Engineering News 69, no. 17 (1991): 6. http://dx.doi.org/10.1021/cen-v069n017.p006.

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8

Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.

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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the

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9

Norman, Colin. "Math Education: A Mixed Picture." Science 241, no. 4864 (1988): 408–9. http://dx.doi.org/10.1126/science.241.4864.408.b.

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10

Norman, Colin. "Math Education: A Mixed Picture." Science 241, no. 4864 (1988): 408–9. http://dx.doi.org/10.1126/science.241.4864.408-b.

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NORMAN, C. "Math Education: A Mixed Picture." Science 241, no. 4864 (1988): 408–9. http://dx.doi.org/10.1126/science.241.4864.408-a.

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12

Vogel, G. "EDUCATION: California Spars Over Math Reform." Science 277, no. 5330 (1997): 1194. http://dx.doi.org/10.1126/science.277.5330.1194.

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13

Selvin, P. "Math Education: Multiplying the Meager Numbers." Science 258, no. 5085 (1992): 1200–1201. http://dx.doi.org/10.1126/science.258.5085.1200.

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14

Vergano, D. "Science and Math Education: No Easy Answer." Science News 150, no. 22 (1996): 341. http://dx.doi.org/10.2307/3980265.

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15

Gottesman, M. M. "Math and Science Education: Training the Teachers." Science 290, no. 5490 (2000): 273b—273. http://dx.doi.org/10.1126/science.290.5490.273b.

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16

Dawson, Jim. "Math and Science Suffer in Education Bill." Physics Today 55, no. 3 (2002): 28–30. http://dx.doi.org/10.1063/1.1472385.

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17

LEPKOWSKI, WIL. "Precollege Science, Math Education Enhanced by Volunteers." Chemical & Engineering News 65, no. 38 (1987): 42–44. http://dx.doi.org/10.1021/cen-v065n038.p042.

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18

Kinsley, Carol W., and Helaine D. Sweet. "Inservice Program for Math/Science Teachers." NASSP Bulletin 70, no. 490 (1986): 17–19. http://dx.doi.org/10.1177/019263658607049007.

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19

Mervis, J. "U.S. HIGHER EDUCATION: Departments Scramble to Find Math Education Faculty." Science 321, no. 5892 (2008): 1031. http://dx.doi.org/10.1126/science.321.5892.1031.

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20

Boateng, Sakyiwaa, Brighton Mudadigwa, and Sue Johnston-Wilder. "Examining gendered patterns in mathematics and science anxiety levels among physical science pre-service teachers." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 1 (2025): em2564. https://doi.org/10.29333/ejmste/15800.

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Mathematics and science anxiety among pre-service teachers is an important issue, particularly when considering its potential impact on their ability to teach mathematics and science effectively. This study explores the levels of mathematics and science anxiety among pre-service teachers and investigates if there are gendered patterns within this context. The study employs a quantitative research approach to collect and analyze data from a sample of pre-service teachers enrolled in science education program at one university in South Africa. The research design involves a non-experimental desc

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21

Chow, Angela, and Katariina Salmela-Aro. "Task-values across subject domains: A gender comparison using a person-centered approach." International Journal of Behavioral Development 35, no. 3 (2011): 202–9. http://dx.doi.org/10.1177/0165025411398184.

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This study examined what kinds of groups can be identified according to students’ task-values across four subject domains (languages, math and science, social sciences, practical subjects) and the related gender differences using a person-centered approach. Latent class analysis was applied to classify 638 students (mean age = 15) into four task-value groups, namely, all-subjects (55%), practical-subjects (5.7%), high-math-and-science (20.2%) and low-math-and-science (19.1%) groups. Significant gender differences were found: boys dominated the high-math-and-science group (boys = 98%), while gi

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22

Marco-Bujosa, Lisa. "Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”." International Journal of Technology in Education 4, no. 2 (2021): 247–86. http://dx.doi.org/10.46328/ijte.41.

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Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student

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23

BORMAN, STU. "HIGH SCHOOL EDUCATION: More students taking math, science." Chemical & Engineering News 69, no. 22 (1991): 4–5. http://dx.doi.org/10.1021/cen-v069n022.p004.

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24

Hake, R., and R. DeHaan. "Gender Issues in Science/Math Education (GISME) Bibliography." Physics Teacher 46, no. 8 (2008): 511. http://dx.doi.org/10.1119/1.3001642.

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25

Sharzadin, Adilzada, Issatay Utebayev, Nazym Syzdykova, et al. "Teaching Internship in Math Teacher Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (2019): 57. http://dx.doi.org/10.3991/ijet.v14i12.10449.

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Given the current requirements for teaching internship, the issue of improving bachelor's preparation for math teachers may be considered relevant. Thus, the purpose of this research is to analyze the process of preparing bachelors majoring in math teaching within the system of higher education in the Republic of Kazakhstan. The existence of various programs and special courses on math teaching points to a high significance of specialist training for the current education system in Kazakhstan. Various advanced courses on math teaching were mainly aimed at improving the students’ results in fin

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26

Shi, Wei-Zhao, and Jingying Wang. "COMPARISON ON VIEWS OF NATURE OF SCIENCE BETWEEN MATH AND PHYSICS STUDENTS." Journal of Baltic Science Education 16, no. 1 (2017): 77–85. http://dx.doi.org/10.33225/jbse/17.16.77.

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University lecturers stress the importance of science and non-science students developing informed views of nature of science. However, few previous researches have conducted to explore students’ NOS views within specific majors. Consequently, this research used the questionnaire of VNOS-D (View of Nature of Science, the version D) to assess the views of nature of science between math and physics students. From the survey of 311 students, it was found that both math and physics students scored relatively lower on the subjective and social & cultural dimension than others. However, on the t

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27

Mervis, J. "MATH EDUCATION: Academy Report Aims to Quiet Debate." Science 291, no. 5505 (2001): 808a—808. http://dx.doi.org/10.1126/science.291.5505.808a.

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28

Mervis, J. "EDUCATION RESEARCH: U.S. Math Tests Don't Line Up." Science 315, no. 5818 (2007): 1485. http://dx.doi.org/10.1126/science.315.5818.1485.

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29

Foley, Alana E., Julianne B. Herts, Francesca Borgonovi, Sonia Guerriero, Susan C. Levine, and Sian L. Beilock. "The Math Anxiety-Performance Link." Current Directions in Psychological Science 26, no. 1 (2017): 52–58. http://dx.doi.org/10.1177/0963721416672463.

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Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achi

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30

Nebres, S.J., Bienvenido. "Human Capital Foundations for the Building of Science and Math Disciplines." Transactions of the National Academy of Science and Technology 38, no. 2016 (2021): 1–7. http://dx.doi.org/10.57043/transnastphl.2016.759.

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This paper describes the status of developing human capital foundations for the building of science and math disciplines in the Philippines. At the moment, the country lacks the strategies to establish the roots of the science and math disciplines. This paper discusses the need to build a stream of talent to form strong healthy roots and build a culture of science and mathematics, by strengthening the fundamentals for science and math at the grade school and high school levels. A healthy foundation could help in developing and retaining more PhD holders who will teach and conduct researches in

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31

Kyei-Blankson, Lydia. "TRAINING MATH AND SCIENCE TEACHER–RESEARCHERS IN A COLLABORATIVE RESEARCH ENVIRONMENT: IMPLICATIONS FOR MATH AND SCIENCE EDUCATION." International Journal of Science and Mathematics Education 12, no. 5 (2013): 1047–65. http://dx.doi.org/10.1007/s10763-013-9444-6.

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32

Aduko, Edmund Anamboi, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, and Anthony Baawuo. "Assessing Mathematics and Science Self-Efficacy Beliefs for Teaching." Journal of Studies in Education 12, no. 3 (2022): 17. http://dx.doi.org/10.5296/jse.v12i3.20010.

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The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive rela

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33

Muhammad, Tukur, Mbabazi Asiati, Umar Sodangi, Stella Steddy, Silaji Turyamureeba, and Kule Ashirafu Masudi. "An overview of gender research in science and math education from a Nigerian perspective." African multidisciplinary Journal of Development 12, no. 3 (2023): 207–31. http://dx.doi.org/10.59568/amjd-2023-12-3-18.

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The purpose of this study was to investigate research on gender in science and math education carried out in Nigeria. Eight years of published papers from 2008 to 2015 are our selection. The focus was on identifying five aspects of science and math education: research areas, participant type, research design, chronological distribution, data collection method, and, lastly, data sources for the reviewed papers. We select various journal articles from the internet that are published based on the original authors' discussions about science and math education. The results provide a comprehensive o

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34

Ahmad, Fatimah, and Heather Greenhalgh-Spencer. "Trends in International Mathematics and Science Study and gendered math teaching in Kuwait." Policy Futures in Education 15, no. 3 (2017): 327–40. http://dx.doi.org/10.1177/1478210317707845.

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This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in ma

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35

Adamo-Villani, Nicoletta, and Ronnie Wilbur. "Software for math and science education for the deaf." Disability and Rehabilitation: Assistive Technology 5, no. 2 (2010): 115–24. http://dx.doi.org/10.3109/17483100903387499.

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36

Adamo-Villani, Nicoletta, and Ronnie Wilbur. "Two Novel Technologies for Accessible Math and Science Education." IEEE Multimedia 15, no. 4 (2008): 38–46. http://dx.doi.org/10.1109/mmul.2008.97.

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37

Steflitsch, Daniela. "Experiencing Critical Mathematics Education." Prometeica - Revista de Filosofía y Ciencias, no. 27 (July 27, 2023): 252–62. http://dx.doi.org/10.34024/prometeica.2023.27.15291.

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When students ponder why they consider it relevant to learn math it becomes apparent that their attributions of relevance do not meet what educational policies state as goals. While they generally consider the subject to be important, their explanations why they do so are limited to only elementary mathematical skills needed in everyday life or unspecified skills for later work life, rarely connecting them to broader societal topics. Integrating Critical Mathematics Education (CME) tasks into math lessons might be a chance to let attributions of relevance evolve further. This contribution show

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38

Anderman, Eric M., Alison C. Koenka, Lynley H. Anderman, and Sungjun Won. "Math and science motivation in internationally adopted adolescents." School Psychology Quarterly 33, no. 3 (2018): 469–81. http://dx.doi.org/10.1037/spq0000276.

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39

Barron, Brigid, and Ronald J. Kantor. "Tools to enhance math education." Communications of the ACM 36, no. 5 (1993): 52–54. http://dx.doi.org/10.1145/155049.155060.

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40

Sansone, Dario. "Teacher Characteristics, Student Beliefs, and the Gender Gap in STEM Fields." Educational Evaluation and Policy Analysis 41, no. 2 (2018): 127–44. http://dx.doi.org/10.3102/0162373718819830.

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This article uses data from the U.S. High School Longitudinal Study of 2009 to investigate the relationship between high school students’ beliefs about female abilities in math and science and their teacher gender, beliefs, and classroom behaviors. Estimates are obtained by comparing the same ninth graders between math and science classes, thus controlling for student fixed effects. Students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students. The empirical analysis a

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41

Riechert, Susan E., and Brian K. Post. "From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology." American Biology Teacher 72, no. 1 (2010): 20–22. http://dx.doi.org/10.1525/abt.2010.72.1.6.

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The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math, sciences, and technology. Program evaluation results indicate that students participating in multidisciplinary team projects of this type exhibit significantly higher levels of motivation and develop greater cognitive skills than students in the trad

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42

Mervis, J. "EDUCATION: Finding Common Ground in the U.S. Math Wars." Science 312, no. 5776 (2006): 988–90. http://dx.doi.org/10.1126/science.312.5776.988.

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43

Bodovski, Katerina, Ismael Munoz, Soo-yong Byun, and Volha Chykina. "Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement?" International Journal of Sociology of Education 9, no. 2 (2020): 122. http://dx.doi.org/10.17583/rise.2020.4807.

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Using data from the 2011 Trends in International Mathematics and Science Study for 45 countries, we examined the size of socioeconomic, gender, and immigrant status related gaps, and their relationships with education system characteristics, such as differentiation, standardization, and proportion of governmental spending on education. We find that higher socioeconomic status is positively and significantly associated with higher math and science achievement; immigrant students lag behind their native peers in both math and science, with first generation students faring worse than second gener

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44

Aguirre, Jarrad. "Increasing Latino/a Representation in Math and Science: An Insider's Look." Harvard Educational Review 79, no. 4 (2009): 697–704. http://dx.doi.org/10.17763/haer.79.4.0632v09454t63481.

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Recent Yale alumnus Jarrad Aguirre relates his experience creating MAS Familias,a campus organization that supports Latino/a undergraduates studying math and science. Alarmed by Latino/a students' academic struggles and the lack of Latino/a role models in the fields of math and science—and increasingly aware of the social benefits of a diverse scientific work force—Aguirre built MAS Familias to promote dialogue, offer support, and improve persistence for Latino/a undergraduates in math and science departments. Aguirre calls on undergraduates to work together across institutions, to work with y

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45

Mills, Carol J., and Karen E. Ablard. "Credit and Placement for Academically Talented Students following Special Summer Courses in Math and Science." Journal for the Education of the Gifted 17, no. 1 (1993): 4–25. http://dx.doi.org/10.1177/016235329301700103.

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After participating in a three-week individually paced precalculus or fast-paced science course, 892 academically talented students were surveyed about academic credit and/or course placement for their independent work. The majority of students discussed credit/placement with their schools, especially those who had taken the course with the intent to accelerate in their school program. Discussion for science (but not math) students was related to type of school, grade level, SAT scores, and gender. The majority of students who discussed credit/placement received one or the other, or both, with

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46

Beilock, Sian L., and Erin A. Maloney. "Math Anxiety." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (2015): 4–12. http://dx.doi.org/10.1177/2372732215601438.

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The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM education in the United States, most notably, President Obama’s Educate to Innovate campaign, these efforts focus mostly on innovating the teaching of math content and less on the role of affective factors in math achievement. Here we discuss a phenomenon known as math anxiety (i.e., negative feelings of tension and fear that many people experience when engaging i

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47

Tramonti, Michela, Desislava Paneva-Marinova, and Radoslav Pavlov. "MATH AND ART CONVERGENCE FOR EDUCATION." CBU International Conference Proceedings 5 (September 23, 2017): 851–54. http://dx.doi.org/10.12955/cbup.v5.1037.

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According to worldwide surveys (such as PISA and TIMSS), European students often lack both mathematical and key basic competencies in science and technology. The mean scores for mathematics obtained by students are below the Organisation for Economic Co-operation and Development average (OECD). The learning of the mathematics literacy enables students to contribute effectively in actual society, enhancing their employment prospects. This paper intends to describe an innovative learning and teaching approach, actually in the development phase, in the field of mathematics for 14-16 years old stu

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48

Jeffe, Donna B. "About Girls’ “Difficulties” in Science: A Social, Not a Personal, Matter." Teachers College Record: The Voice of Scholarship in Education 97, no. 2 (1995): 206–26. http://dx.doi.org/10.1177/016146819509700203.

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The perception that girls historically have had a difficult time in science and math is commonly accepted by educators and laypeople alike. Yet the historical nature of these difficulties is questionable. Current debates on sex-segregated science and math classes, receiving considerable attention in the popular press and academic-education circles in recent months, seem to be founded on a misunderstanding of what girls’ “historical difficulties” actually were. The historical, social, and political con -text of women's experience in science serves to challenge the stereotype that girls “histori

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49

Hongquan, Li. "Exploring Math Education for Girls." Chinese Education & Society 34, no. 1 (2001): 83–88. http://dx.doi.org/10.2753/ced1061-1932340183.

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Wong, Kenneth K., and Ted Socha. "A Pilot Study to Identify Comparison Schools for Math and Science Partnership Participating Schools: Preliminary Findings on One Math/Science Partnership." Peabody Journal of Education 83, no. 4 (2008): 654–73. http://dx.doi.org/10.1080/01619560802418677.

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