In Georgia, an exciting educational journey is underway. Teachers
of mathematics and science, mathematicians, scientists, administrators,
parents, students, representatives from business and industry,
and community leaders are working together to develop new and
better ways to teach our children the crucial skills they will
need to succeed in the world of the future. The first result of
this exciting collaborative effort has been the Learning Framework,
a comprehensive document integrating national education standards
[1]
in the fields of mathematics and science into the learning experiences
of all Georgia students, while articulating a firm philosophical
foundation. As education reform matures and more about this journey
is clear and sure, the Learning Framework will be joined
by exemplars and other resources to form a Learning and Teaching
Portfolio, supporting continuing reform in mathematics and
science education in Georgia.
The Georgia Learning Framework has been created to produce
a vision of mathematics and science that will prepare all Georgia
students for the twentyfirst century. It identifies
important "habits of mind," the "big ideas" from science and mathematics, and the necessary vehicles for understanding
and doing, that students must comprehend to be successful citizens
in the twentyfirst century. The Learning Framework articulates
high expectations for every Georgia student, and identifies
appropriate mathematics and science learning experiences that
will help achieve those expectations.
The Learning Framework is a dynamic and adaptable document.
It is designed to accommodate changes in our understanding
of the nature of science and mathematics. It is evolving in response
to input from both community partners and educators, addressing
the needs of each Georgia student for the decades ahead.
The Learning Framework provides a frame of reference for planning
and implementing transformations in mathematics and science education.
In this vision, every student has access to a scientific
and mathematical education that provides the opportunity to practice
the habits of the discipline: solving problems, thinking critically,
reflecting upon thoughts and actions, making connections, and
communicating effectively.
The Learning Framework highlights instructional practices,
materials, and documentation strategies. These support the
notion that each child learns in different ways, at different
rates, and for different reasons. Such differences should not
only be acknowledged; they should be celebrated.
The Learning Framework, in conjunction with the portfolio,
sets the stage I for redefining mathematics and science education
as it:
This vision of mathematics and science education must be tailored
to the needs and characteristics of individual learners. Diversity:
A Framework for Excellence in Science and Mathematics (Georgia
Initiative in Mathematics and Science, December 1,1994) (Diversity
Framework) notes that when the words individual, each, every,
or all appear in this document, it is used with thoughtful
deliberation because we believe that learning is a lifelong
endeavor, and "to emphasize that each individual in the learning
community, including students, faculty and staff, administrators,
parents, and other community members should exhibit the behaviors
described and participate in the experiences recounted" (see
Appendix A). Our goal is to create a sensitive environment that
is accepting of personal experiences and cultural influences,
while increasing the successful participation of underrepresented
groups in science and mathematics. This goal is central to the
success of all learners.