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The study of middle school mathemati...

Leszczynski, Eliza.

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The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration./
作者:	Leszczynski, Eliza.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620431
ISBN:	9781303908811

The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration.
Leszczynski, Eliza.

The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration. - 261 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Montclair State University, 2014.

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.

ISBN: 9781303908811Subjects--Topical Terms:

1017588
Education, Mathematics.

The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration.
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245 1 4 $a The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Mika Munakata.
502 $a Thesis (Ed.D.)--Montclair State University, 2014.
520 $a 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.
520 $a 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.
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650 4 $a Education, Middle School. $3 1030813
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