%0 Book %A National Academy of Engineering %A National Research Council %E Honey, Margaret %E Pearson, Greg %E Schweingruber, Heidi %T STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research %@ 978-0-309-29796-7 %D 2014 %U https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %> https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 180 %X STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. %0 Book %A National Research Council %E Cross, Christopher T. %E Woods, Taniesha A. %E Schweingruber, Heidi %T Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity %@ 978-0-309-12806-3 %D 2009 %U https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %> https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %I The National Academies Press %C Washington, DC %G English %K Education %P 398 %X Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. %0 Book %A National Research Council %E Donovan, M. Suzanne %E Bransford, John D. %T How Students Learn: Mathematics in the Classroom %@ 978-0-309-08949-4 %D 2005 %U https://nap.nationalacademies.org/catalog/11101/how-students-learn-mathematics-in-the-classroom %> https://nap.nationalacademies.org/catalog/11101/how-students-learn-mathematics-in-the-classroom %I The National Academies Press %C Washington, DC %G English %K Education %P 272 %X How Students Learn: Mathematics in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. This book shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. %0 Book %A National Research Council %E Kilpatrick, Jeremy %E Swafford, Jane %E Findell, Bradford %T Adding It Up: Helping Children Learn Mathematics %@ 978-0-309-21895-5 %D 2001 %U https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %> https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %I The National Academies Press %C Washington, DC %G English %K Education %P 460 %X Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.