The reform movements in education pertaining to teaching science and math regenerated new methods in making mathematical and science-related concepts concrete, and therefore, more understandable. Teaching for understanding is a concept that embodies the teaching of math and science, referring to instruction that focuses on student thinking, powerful scientific and mathematical ideas, and offers equitable learning opportunities to students (Gamoran, et al., 1992)…
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Contemporary math and science teaching is now focused on children's psychological development that allows for the alignment of their learning capacities. In enabling an easier understanding of math concepts, the teacher must elicit, build upon, connect student knowledge, and be able to build learning paths and networks of knowledge in the classroom (Treaqust, Let us write or edit the essay on your topic "Reform Movement paper" with a personal 20% discount.. Try it now 1996). A constructivist idea in learning math and science is what is being introduced by reform movements in both subject matters. The reform movements gave way to efforts pertaining to investigating students' conceptions, improving teaching and curricula, and enhancing teacher education in science and mathematics contexts (Treaqust, 1996). Unlike the traditional manner of teaching math and science, attention to math and science curricula was not emphasized, as well as concretizing students' learning.
A post-modern conception of teaching math and science through concrete objects that facilitate formation of abstract concepts was developed.
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