Date of Award
Doctor of Education (EdD)
College of Science and Mathematics
Thesis Sponsor/Dissertation Chair/Project Chair
Erin E. Krupa
Soo Jin Lee
Mathematics teachers, Mathematics teachers--Attitudes, Science teachers, Science teachers--Attitudes, Mathematics--Study and teaching (Middle school), Science--Study and teaching (Middle school), Interdisciplinary approach in education
The purpose of this qualitative study was to investigate the nature of mathematics and science connections made by sixth and seventh grade mathematics and science teachers in their classrooms. This study also examined the extent to which these connections represented mathematics and science integration and described the teachers’ perceptions of and attitudes about mathematics and science integration. The primary data sources included classroom observations and teacher interviews.
Findings suggested that teacher practices in making mathematics and science connections in the classroom incorporated many of the characteristics of integrated instruction presented in the literature. Teacher attitudes toward integration were found to be generally positive and supportive of integrated instruction. Mathematics teachers shared a common perception of integration being two separate lessons taught together in one lesson. In contrast, science teachers perceived integration to be a seamless blend of the two disciplines. The researcher related these perceptions and attitudes to the teachers’ past experiences with mathematics and science connections and integration, and also to their practices of mathematics and science connections in the study.
Leszczynski, Eliza, "The Study of Middle School Mathematics and Science Teachers' Practices, Perceptions, and Attitudes Related to Mathematics and Science Integration" (2014). Theses, Dissertations and Culminating Projects. 73.