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Science and Math Education Reform If Only... The following was posted on the listserve devoted to discussion of the findings of the Third International Math and Science Study (TIMSS), in December of 1998. A few recent postings on the TIMSS forum have indicated the resolution to reform in math and science teaching and thus to improved student learning. I would like to summarize these; they truly are significant and often overlooked. School level instruction in these subjects and other subjects will only improve if we: Stop substituting quantity for quality. It is the State mandated increases in amount of math and science requirements at the school level that has caused the beginnings of both shortages in quality and quantity of teachers in these related fields. Methods of teaching must not be separated from content. As a faculty member who has taught both and learned to teach in a program that merged these two components (Training and Education) it is clear that we do not need more programs in which training to teach follows content. Science faculty and Education faculty also well versed in content need to team together to offer both experiences together. The inquiry component of instruction in the sciences should serve as the driving force for basic skills and advanced math instruction. The two subjects need to be merged. Mathematicians need to have experiences addressing and solving a significant number of science issues that are solvable only through handling real objects; not just reading about these issues. Said another way, mathematicians need to stop believing that kids will learn to solve problems that are only stated in written form. This approach reduces the abstract nature of math as perceived by kids. The use of abstract numbers and formulas can come at upper grade levels. Only science and math teachers who are dedicated to quality teaching of teachers should teach content to preservice and inservice teachers. School level administrators must be pro-active in assuring that teachers of science and math have the environment, teaching load and materials required to teach students effectively utilizing an inquiry/discovery model. This is not happening, especially in our urban and rural schools. Administrators verbalize support, but are not pro-active in assuring that these conditions exist. All the comparisons, test scores, etc. that are available will not, in themselves, help to assure the above. The country, state by state, district by district, must accept the above principles and support their accomplishment. December, 1998 Frank Sutman