ABSTRACT

Interest in adults’ and children’s mathematics learning is growing at both national and international levels. America’s ability to compete in the current global market as well as its future positioning is perceived to hinge on the population’s skills in science, technology, engineering, and mathematics (STEM). The fact that few people are well prepared to enter these fi elds and few choose to enter them has become a concern of the business community, state and federal departments of education, and even the president of the United States. Indeed, President Obama stated in his January 25, 2011, State of the Union Address,

Over the next 10 years, nearly half of all new jobs will require education that goes beyond a high school education. And yet, as many as a quarter of our students aren’t even fi nishing high school. The quality of our math and science education lags behind many other nations.