Editorial - December 2006 - Volume 106 (8)

Reflections on Research in Science and Mathematics Education

Gerald Kulm, Texas A&M University

The end of the year is always a time of looking back and reflecting on high and low points--progress and accomplishments. These reflections range from the very individual, both personal and professional, to the more global. It is also a time to express appreciation to the people around us who make our lives worthwhile. In the following paragraphs, I will take the prerogative and privilege provided by this Journal to make public some of these thoughts as the year 2006 comes to a close.

Since I tend to be an optimist, even at this later stage in my career, I will focus on the positive. On a personal level, I have previously expressed my appreciation for the opportunity to become Editor of this journal. This accomplishment will be marked as one of the high points of my 2006 professional memories. A major part of this has been the opportunity to begin work with the Board, my own group of Associate Editors and the new Managing Editor here at Texas A&M, and the many reviewers who keep the journal going. I have already begun to appreciate the tremendous amount of service and cooperation that is needed to accomplish this work. We have already had glitches with computers making a couple of issues a little late, but these obstacles are part of our learning process, and are now behind us.

Moving to a more national and international level of reflection on science and mathematics education research, it is necessary to realize that the development of new knowledge is a very gradual and cumulative process. Unlike the fields of science and mathematics, where new discoveries are made almost daily, it is unusual to look back on a particular year and note breakthroughs in education. However, looking back at 2006, a few things seem to stand out. Some of these are events that took place during the year; others are trends that appear to have become especially apparent.

Mathematics Advisory Panel. This year, President Bush appointed a top-level committee to make recommendations on the research needed to improve mathematics education. This recognition of the role of research in mathematics education is notable. Although there has been controversy about the types of research that are &ldquot;scientific,” and disagreements about the value of past and current mathematics education research, it is important that the issue is a part of the national dialogue. As long as research is at the center of discussions about reform, there is the opportunity to develop and improve our knowledge and understanding of teaching and learning.

National Academy of Sciences. A group of leading science educators has prepared a book Taking Science to School: Learning and Teaching Science in Grades K-8 to be published next year by the National Academy Press. The contents provide summaries of research on teaching and learning science, with the focus on applying this knowledge in school classrooms. This publication, along with other similar NAS publications in the past, provides evidence of two things: the recognition that there is a body of research to support reform in science education, and the continuing interest on the part of this major nonpartisan scientific organization in science and mathematics education.

Linking Research and Practice-NCTM's Research ABCs. The announcement by NCTM that a series of analyses, briefs, and clips will be distributed to its members via the website is an important step. The transfer of research to the classroom has been a perennial issue. The recognition by this premier mathematics teaching organization that one of their roles is to disseminate research is a positive step forward.

International Perspectives. The results of the Third International Study of Science and Mathematics (TIMSS) initiated intense interest in the curriculum and teaching of science and mathematics in other countries. Mathematics and science education researchers were the leaders in making the findings accessible to classroom teachers. On another front, there has been a significant increase in the number of international graduate students in mathematics and science education over the past few years, bringing first-hand knowledge and exchange of ideas and perspectives on research and practice. My own experiences with international graduate students have been some of the most enriching and rewarding experiences of my career. During the past year, this Journal has published several articles written by international scholars from all parts of the globe, including those in Africa, the Middle East, and Asia. These articles have provided unique and useful perspectives on how science and mathematics education takes place outside of the U. S. I believe that the editorial challenges of publishing these articles will be worth the effort as we move forward in the coming years.

In summary, my opinion is that science and mathematics education research has had significant effects during the past year. Sometimes new knowledge is in the eye of the beholder. Initiatives to bring the results of research to practitioners will bring “new” knowledge about mathematics teaching and learning to thousands of teachers and school leaders. Meanwhile, those of us in the research community will continue to explore, do research, and make our own small “breakthroughs” and discoveries.