| Description |
1 online resource (xvi, 379 pages) : illustrations |
| Contents |
An intersection of public policy and social science: gifted students and in mathematics and education science / James J. Gallagher -- Extending the life span of knowledge / Harry P. Bahrick -- Cognition and emotion: theories, implications, and educational applications / Henry C. Ellis, Larry J. Varner and Andrew S. Becker -- The Jasper Series: Theoretical foundations and data on problem solving and transfer / John Bransford and the Cognition and Technology Group of Vanderbilt University -- For research to reform education and cognitive science / James G. Greeno -- Psychosocial aspects of cultural influences on learning mathematics and science / James M. Jones -- Gender differences in mathematics ability, anxiety, and attitudes: What do meta-analyses tell us? / Janet Shibley Hyde -- Gender differences in cognitive style: implications for mathematics performance and achievement / Diane McGuinness -- Learner-centered psychological principles for enhancing education: applications in school settings / Barbara L. McCombs -- Developmental diversity in mathematical and scientific competence / Daniel P. Keating -- Adaptive and nonadaptive characteristics of low-income children's mathematical strategy use / Robert S. Siegler |
| Summary |
A recent National Education Summit proposal stated that by the year 2000, all US students should leave high school with mastery over "challenging subject matter, including English, mathematics, science, history, and geography" and that they should rank first in the world in mathematics and science education. /// "The Challenge in Mathematics and Science Education: Psychology's Response" discusses, within the perspective of contemporary psychology, the underlying scientific principles and the mechanisms needed to improve the American educational system to produce these desired results. The book also addresses the variables of ethnicity and gender as they are related to academic performance in mathematics and science education. /// The contributing authors of [this book] draw on concepts from social, cognitive, educational, and clinical psychology to make valuable contributions to current theories on effective curriculum development and instructional methods. (PsycINFO Database Record (c) 2004 APA, all rights reserved) |
| Bibliography |
Includes bibliographical references and index |
| Notes |
English |
|
Print version record |
| In |
PsycBOOKS (EBSCO). EBSCO |
| Subject |
Mathematics -- Study and teaching -- United States.
|
|
Science -- Study and teaching -- United States.
|
|
Minorities -- Education -- United States
|
|
Mathematics -- education
|
|
Science -- education
|
|
Educational psychology.
|
|
Mathematics education.
|
|
Science education.
|
|
Mathematics -- Study and teaching
|
|
Minorities -- Education
|
|
Science -- Study and teaching
|
|
Natuurwetenschappen.
|
|
Wiskunde.
|
|
Onderwijs.
|
|
Psychosociale aspecten.
|
|
Matematica (estudo e ensino)
|
|
Ciencias (estudo e ensino)
|
| SUBJECT |
United States https://id.nlm.nih.gov/mesh/D014481 |
| Subject |
United States
|
| Form |
Electronic book
|
| Author |
Penner, Louis A., 1943-
|
|
