Science and Mathematics Education in Multicultural Contexts | New Directions in Teaching and Learning

Sufian A. Forawi

ISBN 10: 1863352244 / ISBN 13: 9781863352246

Published by Common Ground Research Networks, 2022

About this Item

Science and Mathematics Education in Multicultural Contexts | New Directions in Teaching and Learning | Sufian A. Forawi | Taschenbuch | Englisch | 2022 | Common Ground Research Networks | EAN 9781863352246 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Seller Inventory # 121668425

Bibliographic Details

• Title: Science and Mathematics Education in Multicultural Contexts | New Directions in Teaching and Learning
• Publisher: Common Ground Research Networks
• Publication Date: 2022
• Language: English
• ISBN 10: 1863352244
• ISBN 13: 9781863352246
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 234W x 156H x 28D millimeters 234 millimeters width by 156 millimeters height by 28 millimeters depth
• Weight: 981 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This edited volume comprehensively enlightens readers with descriptive, analytical and suggestive research on science and mathematics education in multicultural contexts. The diverse background of the authors renders a wide variety of perspectives on pedagogy, policy, and reform of new directions in science and mathematics education. As such, it provides useful insights for researchers, policy makers, graduate students and teaching professionals at all levels. Through twenty one chapters, the book examines the theory and practice of science and mathematics education, contributes descriptively and empirically to current research, and shares recommendations that have cross-cultural implications. For example, driven by a desire to move away from relying on oil revenue for development, the Gulf Cooperative Council (GCC) countries continue to improve education and invest in scientific and engineering advancements. Nevertheless, for many students across the region, schooling is still not synonymous with learning; schools and colleges need to implement new educational directions, those that are more deeply focused on science, mathematics, STEM and inquiry-based curricula and career opportunities in the region. These new directions are suggested and reflected in the forward-looking nature of this book, one that recommends approaches better suited for twenty-first century science, mathematics and STEM education.