Recently, President Obama announced a $250 million public-private effort to improve science and mathematics performance and instruction in U.S. classrooms. According to an article in The Washington Post, “With funding from high-tech businesses, universities and foundations, the initiative seeks to prepare more than 10,000 new math and science schoolteachers over five years and provide on-the-job training for an additional 100,000 in science, technology, engineering and math (STEM).”
Mason science and math education professors Donna Sterling and Margret Hjalmarson weigh in on whether this funding initiative goes far enough and what impact it will have on preparing students for careers in STEM fields.
“I am delighted that President Obama has announced more funding for science and mathematics education. However, for our nation to remain a leader in the world, we need an ongoing and sustained emphasis on preparing the next generation, and teachers, to have a strong background in the STEM disciplines,” says Donna Sterling, professor of science education and director of Mason’s Center for Restructuring Education in Science and Technology.
“What President Obama overlooked was that in addition to teachers having ‘deep content expertise,’ they also need the knowledge and skills to teach science effectively. We are asking teachers to teach in a way that is different than they learned, in a way more like what scientists and engineers really do. Scientists ask questions, investigate problems, conduct experiments, collect and analyze data, propose explanations based on evidence and communicate their ideas to others. This active inquiry process is what we also want students to do while they learn science.”
Hjalmarson, assistant professor of mathematics education and director of the Mathematics Education Center at Mason adds, “Many students do not understand the wide range of opportunities that a STEM major leading to a career can provide. Students are often uninformed about the trajectory they need to follow in high school in order to keep those opportunities open to them. STEM competitions are one significant step toward increasing the visibility and value of science and mathematics, but we also need to take a hard look at the math and science curriculum and question whether it is preparing our students for 21st century STEM careers.”
“Some states have added engineering to their K-12 state standards. Engineering is a perfect opportunity to integrate and to apply math and science. Students don’t often get to see how math and science can be exciting and interesting. They also need to be challenged to think, to design and to solve problems. Nothing makes a student feel more successful and motivated than succeeding at tackling a hard problem.”
If you are interested in speaking to Professor Sterling or Hjalmarson please contact Jennifer Edgerly at 703-993-8699 or jedgerly@gmu.edu.