TABLE OF CONTENTS
PART I. 4
THE TRANSFORMATION OF MATHEMATICS AND SCIENCE
Georgia's students live in a global community and face unprecedented
challenges to solve environmental and technological problems.
The Learning Framework redefines scientific and mathematical
literacy for the twenty-first century. Less emphasis is placed
on computation and memorization of facts, definitions, rules,
and algorithms. Instead, increased emphasis is placed on reasoning,
problem solving, making connections, and communicating the scientific
and mathematical "big ideas." As we transform our own
understandings of scientific and mathematic literacy, we must
address the what, when, why, and how of teaching and learning.
We can initiate this transformation by rethinking our
beliefs about learners:
- Do we respect all learners as individuals?
- Do we believe that all learners respond positively to success
and enthusiasm?
- Do we believe that all learners are curious and want to know?
- Do we believe that all learners learn by being actively involved,
by taking risks, and by making connections?
- Do we believe that all learners develop and learn at different
rates?
- Do we believe that all learners demonstrate learning in different
ways?
- Do we believe that all learners can learn at high levels?
- Do we believe that children can learn and use challenging
content in mathematics and science?
We can support this transformation by rethinking our
beliefs about schools and classrooms.
- Do we believe that all schools are for learners?
- Do we believe that all schools must expect and communicate
high levels of achievement?
- Do we believe that all schools must provide time and instruction
to achieve student success?
- Do we believe that all schools must provide connections with
home and community experiences?
- Do we believe that all schools must ensure a safe, positive
environment?
- Do we believe that all schools must create opportunities to
explore and grow?
- Do we believe that good teaching must be recognized and celebrated?
- Do we believe that effective teachers are as valuable as effective
professionals in medicine, law, engineering, and accounting?
- Do we believe that schools must nurture and provide for each
student's personal growth?
- Do we believe that schools must prepare each student to participate
responsibly in our democracy and the world?
- Do we believe that parents and the community should participate
actively in all aspects of the learning process?
If we affirm these beliefs, then the culture of classrooms and
schools must strive to reflect these beliefs, as well as the actions
of those who influence, manage, and direct learning. Together,
we must demonstrate that every child can learn challenging content
in mathematics and science, that every child needs to learn mathematics
and science, and that every child has the right to learn mathematics
and science.
TABLE OF CONTENTS