ATEE RDC Science and Mathematics Education
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    • 1. Teacher thinking and conceptual change
    • 2. Preparing to be a science or mathematics teacher - a comparative study
    • 3. The pedagogy of critical thinking in mathematics and science
    • 4. Representations of ratio by science and mathematics teachers and prospective teachers
    • 5. Prospective teachers' meanings for and representations of functions
    • 6. Designing low threshold, high ceiling tasks that engage all students in problem solving and problem posing in STEM education
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Project 3:  The pedagogy of critical thinking in mathematics and science

This project ran from 2008 to 2011.

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OVERVIEW
At the 2008 Annual Conference in Brussels, the group started work on a project that addressed the role of 
critical thinking in teaching and learning K-16 mathematics and science and its implications for professional development of teachers, both pre-service and in-service.  Over a two-year period, appropriate literature was identified and protocols for data collection - involving pre-service or serving teachers, or lecturers - were considered.  No uniform data collection took place, but individual papers were presented at the Annual Conferences in 2009, 2010 and 2011, notably by Elsa Price (pictured above with her husband Melvin).
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