Mathematics in Science Centers

Staff teams from 13 ASTC-member museums graph flower attributes at a March 2003 Mathematics Momentum in Science Centers institute. Photo by Hilary Troester

ASTC-member Math Momentum in Science Centers teams are from: Buffalo Museum of Science, Children's Museum of Houston, Fort Worth Museum of Science & History, Lawrence Hall of Science, Miami Museum of Science and Space Transit Planetarium, Museum of Science (Boston), New Jersey Academy of Aquatic Sciences, Museum of Life and Science (Durham), Oregon Museum of Science & Industry, Sciencenter (Ithaca), Science Museum of Minnesota, and St. Louis Science Center. The New England Aquarium is also participating as a Math Momentum in Science Centers site.

Each Math Momentum in Science Centers team will host a one-day professional development workshop, led by a TERC mathematics educator. Workshops focus on either data or measurement, and are designed for museum staff and community partners to engage in mathematics learning activities, discuss learning environments, and explore ways in which science centers can offer mathematics opportunities for visitors.

Science centers have potential to empower visitors to use mathematics as a tool for quantifying science experience. The goal of Math Momentum in Science Centers is to give science center professionals across the country tools and experiences that will enable them to:

• Develop an inquiry-based understanding of elements of data and measurement as embodied in science center exhibits and programming and connect these concepts to the National Council of Teachers of Mathematics Standards.
• Explore why and how mathematics is an important part of a science center’s work and how science centers can be an important resource in informal math learning.
• Look for and find the math embedded in their exhibits and programs and think of new ways to integrate math into their work and use math to illuminate science.
• Explore mathematical learning environments and consider how to create rich mathematical opportunities for all visitors.
• Consider how equity and accessibility relate to math learning.
• Develop a vision about increasing the presence of math in their respective institutions.
• Acquire access to a network of people and resources that will facilitate the inclusion of math in their science center programs and exhibits.

ASTC has had a longstanding interest in promoting a clearer role for mathematics in science centers. In 1998 a meeting of concerned science centers prompted ASTC to undertake a study to learn more about mathematics in science centers and professional development for the field. Andrea Anderson of the University of Washington directed the study. With funding from NSF, Dr. Anderson worked with teams of educators and carried out site visits to five science centers from which she developed case studies and an overview of the field. Those findings were reported in the 2001 ASTC publication Mathematics in Science Centers. The results of the study have guided ASTC’s recent efforts, including the Math Special Interest Group that meets at ASTC’s Annual Conference, the inclusion of mathematics-related sessions and workshops at the Annual Conference, and collaboration with TERC in the Math Momentum in Science Centers project.

TERC Math Momentum in Science Centers web site

Contact:
Jacquelyn Lowery, ASTC Math Momentum Project Manager
e-mail: jlowery@astc.org

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