Math and science education comparisons between the United States and the rest of the world

Kaufui Wong, Baochan D. Do, William Hagen

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United Stales. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.

Original languageEnglish
Title of host publicationASME International Mechanical Engineering Congress and Exposition, Proceedings
Pages159-165
Number of pages7
Volume9
DOIs
StatePublished - Sep 17 2009
Event2008 ASME International Mechanical Engineering Congress and Exposition, IMECE 2008 - Boston, MA, United States
Duration: Oct 31 2008Nov 6 2008

Other

Other2008 ASME International Mechanical Engineering Congress and Exposition, IMECE 2008
CountryUnited States
CityBoston, MA
Period10/31/0811/6/08

Fingerprint

Education
Students
Economics
Teaching
Engineers

ASJC Scopus subject areas

  • Mechanical Engineering

Cite this

Wong, K., Do, B. D., & Hagen, W. (2009). Math and science education comparisons between the United States and the rest of the world. In ASME International Mechanical Engineering Congress and Exposition, Proceedings (Vol. 9, pp. 159-165) https://doi.org/10.1115/IMECE2008-67317

Math and science education comparisons between the United States and the rest of the world. / Wong, Kaufui; Do, Baochan D.; Hagen, William.

ASME International Mechanical Engineering Congress and Exposition, Proceedings. Vol. 9 2009. p. 159-165.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Wong, K, Do, BD & Hagen, W 2009, Math and science education comparisons between the United States and the rest of the world. in ASME International Mechanical Engineering Congress and Exposition, Proceedings. vol. 9, pp. 159-165, 2008 ASME International Mechanical Engineering Congress and Exposition, IMECE 2008, Boston, MA, United States, 10/31/08. https://doi.org/10.1115/IMECE2008-67317
Wong K, Do BD, Hagen W. Math and science education comparisons between the United States and the rest of the world. In ASME International Mechanical Engineering Congress and Exposition, Proceedings. Vol. 9. 2009. p. 159-165 https://doi.org/10.1115/IMECE2008-67317
Wong, Kaufui ; Do, Baochan D. ; Hagen, William. / Math and science education comparisons between the United States and the rest of the world. ASME International Mechanical Engineering Congress and Exposition, Proceedings. Vol. 9 2009. pp. 159-165
@inproceedings{f6ed9033df50488b92e88992c849409a,
title = "Math and science education comparisons between the United States and the rest of the world",
abstract = "At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United Stales. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.",
author = "Kaufui Wong and Do, {Baochan D.} and William Hagen",
year = "2009",
month = "9",
day = "17",
doi = "10.1115/IMECE2008-67317",
language = "English",
isbn = "9780791848708",
volume = "9",
pages = "159--165",
booktitle = "ASME International Mechanical Engineering Congress and Exposition, Proceedings",

}

TY - GEN

T1 - Math and science education comparisons between the United States and the rest of the world

AU - Wong, Kaufui

AU - Do, Baochan D.

AU - Hagen, William

PY - 2009/9/17

Y1 - 2009/9/17

N2 - At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United Stales. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.

AB - At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United Stales. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.

UR - http://www.scopus.com/inward/record.url?scp=70149108294&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=70149108294&partnerID=8YFLogxK

U2 - 10.1115/IMECE2008-67317

DO - 10.1115/IMECE2008-67317

M3 - Conference contribution

SN - 9780791848708

VL - 9

SP - 159

EP - 165

BT - ASME International Mechanical Engineering Congress and Exposition, Proceedings

ER -