#### Date of Award

4-1-2018

#### Document Type

Dissertation

#### Degree Name

Doctorate of Education, Ed.D.

#### College

College of Education

#### Department

Education

#### First Advisor

Neil Mathur, Ph.D.

#### Second Advisor

Jessica deValentino, Ph.D.

#### Third Advisor

Jeanette Amayo, Ed.D.

#### Abstract

This study was based on a quasi-experimental design and consisted of a comparative group (students taught using traditional math instruction) and an experiential group (students taught using math instruction embedded with science standards). The study focused on whether embedding science standards into the instruction of mathematics would improve standardized test scores in mathematics of students in the sixth grade. The embedded lessons were designed by the researcher. Data collection was conducted using an online platform called ALEKS (a screener), a survey that measured student perceptions of efficacy toward math, and students’ math pre and post-tests using test scores as measured by the State of Texas Assessments of Academic Readiness (STAAR). The results revealed that there was no difference in achievement gains regarding STAAR standardized test scores in mathematics between students who were taught using traditional math instruction and students taught using math instruction embedded with science standards. However, students’ perceptions of self-efficacy, as it relates to math, increased in those receiving instruction embedded with science standards, in comparison to the students in the traditional math class.

#### Recommended Citation

Giles, C. (2018).*The Effects Embedding Science Standards Within the Mathematics Curriculum Has On Students' Perceptions of Mathematics and Mathematics Achievement*(Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/179