The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics and Science--established in 1996 as a research center and funded by the U.S. Department of Education--was instrumental in developing instructional practices supportive of high student achievement in and understanding of mathematics and science concepts. NCISLA researchers worked with teachers, students, and administrators to construct learning environments that exemplify current research and theory about effective learning of mathematics and science. The careful programs of research conducted examined how instructional content and design, assessment, professional development, and organizational support can be designed, implemented, and orchestrated to support the learning of all students. This book presents a summary of the concepts, findings, and conclusions of the Center's research from 1996-2001. In the Introduction, the chapters in Understanding Mathematics and Science Matters are situated in terms of the reform movement in school mathematics and school science. Three thematically structured sections focus on, respectively, research directed toward what is involved when students learn mathematics and science with understanding; research on the role of teachers and the problems they face when attempting to teach their students mathematics and science with understanding; and a collaboration among some of the contributors to this volume to gather information about classroom assessment practices and organizational support for reform. The goal of this book is to help educational practitioners, policymakers, and the general public to see the validity of the reform recommendations, understand the recommended guidelines, and to use these to transform teaching and learning of mathematics and science in U.S. classrooms.

A science book for the general reader that is informative enough to be a popular textbook and yet well-written enough to appeal to general readers. “Hazen and Trefil [are] unpretentious—good, down-to-earth, we-can-explain-anything science teachers, the kind you wish you had but never did.”—The New York Times Book Review Knowledge of the basic ideas and principles of science is fundamental to cultural literacy. But most books on science are often too obscure or too specialized to do the general reader much good. Science Matters is a rare exception—a science book that is informative enough for introductory courses in high school and college, and yet lucid enough for readers uncomfortable with scientific jargon and complicated mathematics. And now, revised and expanded, it is up-to-date, so that readers can enjoy Hazen and Trefil's refreshingly accessible explanations of the most recent developments in science, from particle physics to biotechnology.

All earnest and honest human quests for knowledge are efforts to understand Nature, which includes both human and nonhuman systems, the objects of study in science. Thus, broadly speaking, all these quests are in the science domain. The methods and tools used may be different; for example, the literary people use mainly their bodily sensors and their brain as the information processor, while natural scientists may use, in addition, measuring instruments and computers. Yet, all these activities could be viewed in a unified perspective — they are scientific developments at varying stages of maturity and have a lot to learn from each other.That “everything in Nature is part of science” was well recognized by Aristotle, da Vinci and many others. Yet, it is only recently, with the advent of modern science and experiences gathered in the study of statistical physics, complex systems and other disciplines, that we know how the human-related disciplines can be studied scientifically.Science Matters is about all human-dependent knowledge, wherein humans (the material system of Homo sapiens) are studied scientifically from the perspective of complex systems. It includes all the topics covered in the humanities and social sciences. Containing contributions from knowledgeable humanists, social scientists and physicists, the book is intended for those — from artists to scientists — who are curious about the world and are interested in understanding it with a unified perspective.

Britain's most famous mathematician takes us to the edge of knowledge to show us what we cannot know. Is the universe infinite? Do we know what happened before the Big Bang? Where is human consciousness located in the brain? And are there more undiscovered particles out there, beyond the Higgs boson? In the modern world, science is king: weekly headlines proclaim the latest scientific breakthroughs and numerous mathematical problems, once indecipherable, have now been solved. But are there limits to what we can discover about our physical universe? In this very personal journey to the edges of knowledge, Marcus du Sautoy investigates how leading experts in fields from quantum physics and cosmology, to sensory perception and neuroscience, have articulated the current lie of the land. In doing so, he travels to the very boundaries of understanding, questioning contradictory stories and consulting cutting edge data. Is it possible that we will one day know everything? Or are there fields of research that will always lie beyond the bounds of human comprehension? And if so, how do we cope with living in a universe where there are things that will forever transcend our understanding? In What We Cannot Know, Marcus du Sautoy leads us on a thought-provoking expedition to the furthest reaches of modern science. Prepare to be taken to the edge of knowledge to find out if there's anything we truly cannot know.

Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups.

A science book for the general reader that is informative enough to be a popular textbook and yet well-written enough to appeal to general readers. “Hazen and Trefil [are] unpretentious—good, down-to-earth, we-can-explain-anything science teachers, the kind you wish you had but never did.”—The New York Times Book Review Knowledge of the basic ideas and principles of science is fundamental to cultural literacy. But most books on science are often too obscure or too specialized to do the general reader much good. Science Matters is a rare exception—a science book that is informative enough for introductory courses in high school and college, and yet lucid enough for readers uncomfortable with scientific jargon and complicated mathematics. And now, revised and expanded, it is up-to-date, so that readers can enjoy Hazen and Trefil's refreshingly accessible explanations of the most recent developments in science, from particle physics to biotechnology.