| Part I. | ||
| I.1 | Setting the Stage | |
| I.2 | Role of The Learner | |
| I.3 | Role of The Teacher | |
| I.4 | The Transformation of Mathematics and Science | |
| I.5 | The Diversity Framework | |
| I.6 | Challenging All Students for Tomorrow's World | |
| I.7 | Goals for Mathematics, Science, and Technology Education |
| Part II. | |
| II.1 | The Nature of Mathematics |
| II.2 | Relating Mathematics, the NCTM Standards, and Georgia Students |
| II.3 | The Capacity Cube: Dimensions of Learning |
| II.4 | Habits of Mind |
| II.5 | Vehicles for Understanding and Doing |
| II.6 | Big Ideas in Mathematics |
| Part III. | |
| III.1 | The Nature of Science |
| III.2 | Habits of Mind from a Scientific Point of View |
| III.3 | Vehicles for Understanding and Doing |
| III.4 | Big Ideas in Science |
| III.5 | Summarize Elements of Teaching and Learning |
| Part IV. | |
| IV.1 | Engaging Each Student in Productive Learning |
| IV.2 | How Should Science and Mathematics Be Taught? |
| IV.3 | Instructional Models Useful in Achieving Conceptual Change |
| IV.4 | Teaching Tasks |
| IV.5 | Discourse |
| IV.6 | Teaching Environments |
| IV.7 | Keeping Track |
| Appendix A Diversity: A Framework for Excellence in Science and Mathematics | |
| Appendix B Inspiring To Learn: An Example of Implementation of Framework Objectives | |
| References / Endnotes |