Influence of a Four Week Integrated Math/Science Unit on Student Understanding

Abstract

The purpose of this research is to examine the impact of integration of science in math classes on student understanding. The participants were 35 ninth grade students in rural north Georgia. The two classes are comprised of 32 Caucasian students, 2 African American, and 1 student of Asian descent. All of the students are from the low to middle socioeconomical statuses. For this study, a unit will be developed and taught in a tradition math class and an integrated class of mathematics and science. A pre- and post-test for the unit will be administered before and after taking the unit. The data from student interviews will be collected and analyzed measure their perceptions toward different formats of instruction. The results fro the study may show that the students involved in the integrated course perform better on the test for the unit. Faculty Adviser: Sanghee Choi.