Abstract:

Science and mathematics integration motivates students, developing their attitudes and enhancing their conceptual understanding with their achievements. The aim of this study is to study the influence of the math-backed intensity subject teaching on the math and science attitudes of sixth class students and the success and judgment levels on the topic of intensity. The work control group is designed using the pre-test-sontest experimental pattern. The study was attended in the 2018-2019 academic year in Ankara, where two classes were attributed as a group of controls (n=37) with one experiment (n=35) and one random sampling. The findings show that students in the experiment group are more successful in the intensity of the control group and have more positive attitudes towards mathematics. In both the experiment and the control group, the attitudes of the students towards the fate have significantly increased. In addition, the percussion group has shown that the rate of correct answers and full explanations for these correct answers while responding to open-end questions about intensity of students is higher than the rate of control group students. The mathematics-backed intensity subject teaching has come to the conclusion that the students’ academic success and conceptual understanding of the intensity subject has a positive impact on their mathematical attitudes. Considering that there are many topics rich in mathematical content within the subjects of science and mathematics, the teachers of science and mathematics have been suggested to work for the integration of science and mathematics supported by technology.