[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588190-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588190-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","integration-of-mathematics-and-environmental-education-change-in-the-views-of-5th-grade-students-toward-sustainability","INTEGRATION OF MATHEMATICS AND ENVIRONMENTAL EDUCATION - CHANGE IN THE VIEWS OF 5TH GRADE STUDENTS TOWARD SUSTAINABILITY","","Combining mathematics with environmental education can strengthen students’ environmental awareness while giving real-life context to math lessons. This study examines how 5th grade students’ views toward sustainability change through tasks that integrate environmental education and mathematics education content. A private-school fifth-grade classroom in Turkey was selected as a convenient sample. Pre- and post- semi-structured interviews with nine randomly chosen students, together with teacher observations, were analyzed qualitatively. Results were organized into three categories: views on environmental problems, students’ perceived individual roles, and attitudes toward integrating environmental and mathematics education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/integration-of-mathematics-and-environmental-education-change-in-the-views-of-5th-grade-students-toward-sustainability/588190/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/integration-of-mathematics-and-environmental-education-change-in-the-views-of-5th-grade-students-toward-sustainability/588190.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of integrating mathematics and environmental education in this study?","Question",{"text":63,"@type":64},"To explore how integrating environmental education and mathematics education tasks affects 5th grade students’ views toward sustainability.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ views collected and analyzed?",{"text":68,"@type":64},"Semi-structured pre- and post-interviews were conducted with nine randomly selected students, and the interview data and teacher observations were analyzed qualitatively.",{"name":70,"@type":61,"acceptedAnswer":71},"What categories were used to present the findings about changes in students’ views?",{"text":72,"@type":64},"The findings were grouped into three categories: views about environmental problems, students’ own individualized role in environmental problems, and views toward integrating environmental education and mathematics.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588190,1792210104,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","INTEGRATION OF MATHEMATICS AND ENVIRONMENTAL EDUCATION: CHANGE IN THE VIEWS OF 5TH GRADE STUDENTS TOWARD SUSTAINABILITY  \nDuygu ÖZDEMİR  \nAbstract: Combining mathematics and environmental issues may be a valuable way not only to increase environmental awareness of students but also provide real life context to the mathematics lessons. In this study, it was aimed to explore changes in the views of 5th grade students toward sustainability with the help of the tasks integrating environmental education and mathematics education contents. Based on this aim, as convenient sample, a fifth-grade classroom in a private school in Tukey selected and students attending to this classroom participated in the study.  \nEnvironmental education issues and mathematical contents were integrated in students’ tasks and these developed tasks were applied as a regular part of the teaching processes of this classroom.  \nBefore and after applications, semi structured pre-interviews were carried out with nine students randomly selected from the classroom and the data obtained from these interviews and researcher teacher’s observations were analyzed qualitatively. The findings as the changes in students’ views were combined under 3 categories; students’ views about environmental problems; students’ own individualized role in environmental problems and students’ views towards integration of environmental education and mathematics. This study may provide valuable contributions both to the mathematics education and science education fields in this regard.  \nKey words: environmental education, math, science, sustainability  \n1. Introduction  \nIn contemporary world, problems concerning environmental issues become widespread and vital to solve future oriented concerns (Şimşek, 2011) . Moreover, environmental education has gained much more importance and emphasis in order to develop positive attitude towards environmental issues and to make people aware of the needs, threats and significance of environmental facts (Mutisya & Barker, 2011) . At that point, it is crucial that environmental education should not be restricted only to science lessons; they should be integrated in all curriculum areas by teachers while planning their lessons and teaching. Namely, not only in science courses, but also in other courses, environmental education and sustainability issues should be handled as a complementary part for the contents of the lessons. This integration may help for grounded understanding of many issues and concepts for other courses while relating these concepts to real world’s environmental problems (Allfrey, 2001) .  \nBased on the idea that environmental education needs solutions from interdisciplinary perspective,(Clark, Heimlich, Ardoin, & Braus, 2020), the present study focuses on collaborative consideration of mathematics education and environmental education. As Skovsmose (2001) highlights, mathematics has a substantial role in society and thus mathematics education and critical issues in the education may be concentrated together. From this point, although mathematics and environmental issues seem to be unrelated and district concepts that are separately vital in educational contexts, it is an important idea to take attention to their interrelations. In other words, beyond this relation, it is bidirectional that both mathematics and sustainable development needs each other in order to reach meaningful inferences (Hersh, 2006). Hence, combining mathematics and environmental issues may be a practical way to increase environmental awareness of students and this integration may provide real contextual problem stories to classrooms (Jianguo, 2004) .  \nThere is a vital hidden reality that although it is not obviously seen and accepted, mathematics is the building block to reveal the facts of environmental issues. That is, without using mathematics and models, it is not easy to obtain conclusions about environmental facts because to solve these realistic mathem","cbCaiqp2ye3jMCOr","https://ap.wps.com/l/cbCaiqp2ye3jMCOr","pdf",291161,"English","# Introduction\n## Rationale for integrating mathematics and environmental education\n## Interdisciplinary perspective and bidirectional needs\n## Mathematics as a tool for understanding environmental facts\n## Role of textbooks in shaping awareness and attitudes","[{\"question\":\"What was the purpose of integrating mathematics and environmental education in this study?\",\"answer\":\"To explore how integrating environmental education and mathematics education tasks affects 5th grade students’ views toward sustainability.\"},{\"question\":\"How were students’ views collected and analyzed?\",\"answer\":\"Semi-structured pre- and post-interviews were conducted with nine randomly selected students, and the interview data and teacher observations were analyzed qualitatively.\"},{\"question\":\"What categories were used to present the findings about changes in students’ views?\",\"answer\":\"The findings were grouped into three categories: views about environmental problems, students’ own individualized role in environmental problems, and views toward integrating environmental education and mathematics.\"}]","INTEGRATION OF MATHEMATICS AND ENVIRONMENTAL EDUCATION - CHANGE IN THE VIEWS OF 5TH GRADE STUDENTS TOWARD SUSTAINABILITY | PDF",1792064717,23]