2022 Special Issue
Reading in Science and Mathematics Education
Associate Prof. Kok-Sing Tang, Curtin University, Australia
Prof. Sheau-Wen Lin, National Pingtung University, Taiwan
Prof. Berinderjeet Kaur, National Institute of Education, Singapore
Reading is a critical factor in doing, understanding, and using science/mathematics and in science/mathematical literacy (Martinez & Martinez, 2001;Yore, 2012). Science and mathematics texts contain more new vocabulary terms and concept words than any other kind of texts. Furthermore, reading science and mathematics requires special reading skills that students may not have used in fiction and other nonfiction content areas. These readings skills demand a deep understanding of and engagement with the unique ontological, epistemological, linguistic and semiotic characteristics of scientific and mathematical language (Yore, Pimm, & Tuan, 2007).
In today’s digital age, reading is no longer defined by a simple decoding of words in a printed text. Digital information has greatly changed the way students engage with electronic and multimodal texts in and outside the classrooms. It has also expanded student access to information that is not produced and validated by the scientific or mathematical community. In this “post-truth” era dominated by social media and fake news, critical reading of scientific and mathematical matters in terms of their epistemological source, accuracy and evidence become more crucial than ever for 21st century scientific-mathematical literacy.
Of all the content-area texts, science and mathematics are the most abstract. This is due to the vertical knowledge structure of the disciplines where knowledge of key concepts is accumulative and hierarchical as compared to the horizontal knowledge structure in other disciplines (Bernstein, 1999). As such, what are the cognitive and metacognitive processes to be successful in science and mathematics reading? What is the level of reading comprehension of science and mathematics amongst students or adult readers? How can we help students, of all cultural and linguistic backgrounds, make sense of and learn from science and mathematics text? How can teachers integrate reading as a crucial instructional strategy and activity along with other literacy activities (e.g., writing, talking, graphing) to promote inquiry, problem solving and other practices?
This special issue calls for papers on “Reading in Science and Mathematics Education”. Related consideration will be given to articles that focus on one or more of the following:
• Reading Instruction in Science and Mathematics
• Reading Comprehension in Science and Mathematics
• Reading to Learn in Science and Mathematics
• Reading medium for Science and Mathematics
• Teacher Preparation for Reading in Mathematics and Science
• Reading in Science and Mathematics Education for Special Needs and Language Minority Students
• Reading Science and Mathematics in CLIL (Content-Language Integrated Learning) and other Multilingual Language Learning Contexts
• Reading Science and Mathematics in Out-of-school and Multicultural Contexts (e.g., citizen science, ethno mathematics)
• Reading in relation to other Literacy and Multimodal Practices of Science and Mathematics (e.g., writing, talking, drawing, graphing, manipulating)
• Critical Reading for Scientific and Mathematics Literacy in a Post-truth era
Authors intending to submit articles to this 2022 Special Issue should submit an abstract to Prof. Kok-Sing Tang (email@example.com) by February 15, 2021. The abstract should be less than 500 words and must include all co-authors’ names and affiliations. Invited authors will need to submit a full paper by June 30, 2021 (with no guarantee of acceptance). All special issue manuscripts will be reviewed in a double-blind review process. IJSME manuscript guidelines can be found at http://www.springer.com/10763.
Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology Education, 20(2), 157-173.
Martinez, J. G., & Martinez, N. C. (2001). Reading and writing to learn mathematics: A guide and a resource book. Boston: Allyn and Bacon.
Yore, L. D. (2012). Science literacy for all: More than a slogan, logo, or rally flag! In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 5-23). Dordrecht, The Netherlands: Springer.
Yore, L. D., Pimm, D., & Tuan, H.-L. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5(4), 559-589.