When Should Children FirstLearn About…?

The ERIC Review, 1999

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme. This issue focuses on science and mathematics education for students in grades K-8. Articles include: "The New Three R's: The Importance of Science and Mathematics Education" (Steven J. Rakow); "When Should Children First Learn about...? (David L. Haury); "How Can I Help My Child Become More Interested in Science?" (David L. Haury and Linda A. Milbourne); "How Can I Help My Child Become More Interested in Math?" (David L. Haury and Linda A. Milbourne); "Why Is Homework Important?" (Linda A. Milbourne and David L. Haury); "Should Children Be Tracked in Math or Science?" (David L. Haury and Linda A. Milbourne); "Calculators in the Classroom: Is the Jury Still out?" (Jeffrey P. Smith); "How Can I Find out More about Science Fairs and Math Competitions?" (Wendy Sherman McCann); "A Parent's Guide to Student Performance in Science and Mathematics" (David L. Haury); "National Math and Science Standards: A Primer for Parents" (Wendy Sherman McCann and S. Asli Ozgun-Koca); "A Comparison of Math and Science Education Here and Abroad" (S. Asli Ozgun-Koca and Wendy Sherman-McCann); "Best Practices in Science Education" (Judith Sulkes Ridgeway, Lynda Titterington, and Wendy Sherman McCann); "Promising Practices in Mathematics Education" (Terese A. Herrera and S. Asli Ozgun-Koca); "Minorities in Science and Mathematics: A Challenge for Change" (Julia V. Clark); "Science and Mathematics Classes for Children with Special Needs" (Wendy Sherman McCann); "Mathematics Education for Gifted and Talented Children" (David L. Haury); "Science Education for Gifted and Talented Children" (Joyce VanTassel-Baska); "Addressing the Needs of English Language Learners in Science and Math Classrooms" (Cathleen McCargo); "Federal Support for Science and Mathematics Education" (Kevin Mitchell); "Math and Science Resource Organizations" (Linda A. Milbourne); "Books [an annotated list]" (Niqui Beckrum); "Journals and Newsletters [an annotated list]" (Linda A. Milbourne and Susan Eshbaugh); "Internet Resources" (David L. Haury and Linda A. Milbourne); "Searching the ERIC Database on Science and Mathematics Topics" (Niqui Beckrum); and "Putting it All Together: An Action Plan" (Linda A. Milbourne, David L. Haury, and Susan Eshbaugh).

The ERIC Review, 1999

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme. This issue focuses on science and mathematics education for students in grades K-8. Articles include: "The New Three R's: The Importance of Science and Mathematics Education" (Steven J. Rakow); "When Should Children First Learn about...? (David L. Haury); "How Can I Help My Child Become More Interested in Science?" (David L. Haury and Linda A. Milbourne); "How Can I Help My Child Become More Interested in Math?" (David L. Haury and Linda A. Milbourne); "Why Is Homework Important?" (Linda A. Milbourne and David L. Haury); "Should Children Be Tracked in Math or Science?" (David L. Haury and Linda A. Milbourne); "Calculators in the Classroom: Is the Jury Still out?" (Jeffrey P. Smith); "How Can I Find out More about Science Fairs and Math Competitions?" (Wendy Sherman McCann); "A Parent's Guide to Student Performance in Science and Mathematics" (David L. Haury); "National Math and Science Standards: A Primer for Parents" (Wendy Sherman McCann and S. Asli Ozgun-Koca); "A Comparison of Math and Science Education Here and Abroad" (S. Asli Ozgun-Koca and Wendy Sherman-McCann); "Best Practices in Science Education" (Judith Sulkes Ridgeway, Lynda Titterington, and Wendy Sherman McCann); "Promising Practices in Mathematics Education" (Terese A. Herrera and S. Asli Ozgun-Koca); "Minorities in Science and Mathematics: A Challenge for Change" (Julia V. Clark); "Science and Mathematics Classes for Children with Special Needs" (Wendy Sherman McCann); "Mathematics Education for Gifted and Talented Children" (David L. Haury); "Science Education for Gifted and Talented Children" (Joyce VanTassel-Baska); "Addressing the Needs of English Language Learners in Science and Math Classrooms" (Cathleen McCargo); "Federal Support for Science and Mathematics Education" (Kevin Mitchell); "Math and Science Resource Organizations" (Linda A. Milbourne); "Books [an annotated list]" (Niqui Beckrum); "Journals and Newsletters [an annotated list]" (Linda A. Milbourne and Susan Eshbaugh); "Internet Resources" (David L. Haury and Linda A. Milbourne); "Searching the ERIC Database on Science and Mathematics Topics" (Niqui Beckrum); and "Putting it All Together: An Action Plan" (Linda A. Milbourne, David L. Haury, and Susan Eshbaugh).

The ERIC Review, 1999

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme. This issue focuses on science and mathematics education for students in grades K-8. Articles include: "The New Three R's: The Importance of Science and Mathematics Education" (Steven J. Rakow); "When Should Children First Learn about...? (David L. Haury); "How Can I Help My Child Become More Interested in Science?" (David L. Haury and Linda A. Milbourne); "How Can I Help My Child Become More Interested in Math?" (David L. Haury and Linda A. Milbourne); "Why Is Homework Important?" (Linda A. Milbourne and David L. Haury); "Should Children Be Tracked in Math or Science?" (David L. Haury and Linda A. Milbourne); "Calculators in the Classroom: Is the Jury Still out?" (Jeffrey P. Smith); "How Can I Find out More about Science Fairs and Math Competitions?" (Wendy Sherman McCann); "A Parent's Guide to Student Performance in Science and Mathematics" (David L. Haury); "National Math and Science Standards: A Primer for Parents" (Wendy Sherman McCann and S. Asli Ozgun-Koca); "A Comparison of Math and Science Education Here and Abroad" (S. Asli Ozgun-Koca and Wendy Sherman-McCann); "Best Practices in Science Education" (Judith Sulkes Ridgeway, Lynda Titterington, and Wendy Sherman McCann); "Promising Practices in Mathematics Education" (Terese A. Herrera and S. Asli Ozgun-Koca); "Minorities in Science and Mathematics: A Challenge for Change" (Julia V. Clark); "Science and Mathematics Classes for Children with Special Needs" (Wendy Sherman McCann); "Mathematics Education for Gifted and Talented Children" (David L. Haury); "Science Education for Gifted and Talented Children" (Joyce VanTassel-Baska); "Addressing the Needs of English Language Learners in Science and Math Classrooms" (Cathleen McCargo); "Federal Support for Science and Mathematics Education" (Kevin Mitchell); "Math and Science Resource Organizations" (Linda A. Milbourne); "Books [an annotated list]" (Niqui Beckrum); "Journals and Newsletters [an annotated list]" (Linda A. Milbourne and Susan Eshbaugh); "Internet Resources" (David L. Haury and Linda A. Milbourne); "Searching the ERIC Database on Science and Mathematics Topics" (Niqui Beckrum); and "Putting it All Together: An Action Plan" (Linda A. Milbourne, David L. Haury, and Susan Eshbaugh).

Early Childhood Research Quarterly, 2004

This paper offers reflections on future directions for early mathematics and science education. We argue that researchers and practitioners should examine carefully not only the possibility of unexpected competence in young children, but also its complexity and the limits on it; investigate the socio-emotional context of learning and teaching; attend closely to those children in need of extra help, including low-socio-economic status (SES) children, children with disabilities, and children who receive schooling in an unfamiliar language; create sensitive evaluation strategies that examine program quality, the effectiveness of teachers and administrators, and children's achievement; develop creative and enjoyable curricula that stress thinking as well as content and integrate an organized subject matter with projects and the thoughtful use of manipulatives; investigate the complex processes of teaching in various contexts; and investigate the possible benefits and disadvantages of parental involvement in early mathematics and science education. 191 need to think carefully about future directions for their work. Hence, we discuss key issues relating to the children, evaluation, curriculum, teaching, and parents.

National Academy of Education, 2009

These efforts are worthy. But, they are not enough. They are scattered and incoherent-even within states and school districts-and neglecting this lack of coherence will limit what can be accomplished. Cross-state initiatives, with federal assistance, are needed to increase coherence and build the capacity of schools and districts across the country to provide high quality science and mathematics instruction. One goal of such initiatives should be to ensure that the United States continues to have sufficient numbers of highly skilled scientists, mathematicians, engineers, health professionals, technicians, and science and mathematics teachers. For that to happen, schools must develop and sustain the interest of students in these disciplines, and business, higher education, and government must create opportunities for them to pursue successful scientific and technical careers. A second and equally important goal must be to equip all Americans with the knowledge and skills they need to be effective citizens Science and Mathematics Education