Abstract

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.