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Schools and Teachers as Connectors: Providing Access to Math and Science

Abstract

This paper addresses the following claim(s):

"The presentation of this proposal is two-fold : (a) to introduce an ecological model, centered around the learner, which moves closer to equity and access for students who need math and science knowledge to be participants in democratic decision-making and for students whose interests and possible future economic sustainability are dependent on access to math and science knowledge and skills, and (b) to report the results of a study examining a professional learning program designed to capitalize on the partnerships noted above and use this model as a basis for experiential professional learning of mathematics and science teachers. The hypothesis, therefore, is that through this model, teachers attitudes, knowledge, and practice for teaching mathematics and science will change as a result of their participation in this type of professional learning opportunity."