ERIC Number: ED417396
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Literacy in the National Science and Mathematics Standards: Communication and Reasoning. Report Series 3.14.
Kouba, Vicky L.; Champagne, Audrey B.; Piscitelli, Michael; Havasy, Monique; White, Kara; Hurley, Marlene
A study analyzed in detail the perspectives in science and mathematics literacy found in the national standards for science and mathematics. The National Science Education Standards (NSES), the Benchmarks for Science Literacy, the Curriculum and Evaluation Standards for School Mathematics, and the Professional Teaching Standards for School Mathematics were analyzed using a consensus-building iterative process to identify those standards that address communication (speaking, listening, reading and writing) and reasoning. Results indicated that the standards documents examined proposed similar perspectives on literacy that differed, however, in significant ways. The Benchmarks for Science Literacy give greater emphasis to knowing principles than to the application of principles, while the Curriculum and Evaluation Standards for School Mathematics emphasize the reverse. The NSES overall emphasizes the knowing of principles, but not when just the communication and reasoning components are considered. The NSES contains the most detailed description of ordinary literacy based in the discipline of science or mathematics, while the view of ordinary adult science and mathematics literacy held by framers of the Mathematics Standards and the Benchmarks must be inferred. In many respects statements in the standards documents about literacy are clear and reasonable. However, for curriculum and test designers, standards relating to literacy are open to wide interpretation. (Contains 35 references, 10 endnotes, and 11 tables of data. Appendixes contain lists of components of the standards analyzed as they relate to communication and reasoning.) (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.