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Analysis of Mathematics-Related Contents in Middle School Science Textbook
New Phys.: Sae Mulli 2020; 70: 39~49
Published online January 31, 2020;
© 2020 New Physics: Sae Mulli.

Dongseung KANG1, Bongwoo LEE2*

1Department of Mathematics Education, Dankook University, Gyeonggi 16890, Korea
2Department of Science Education, Dankook University, Gyeonggi 16890, Korea
Correspondence to:
Received October 22, 2019; Revised November 8, 2019; Accepted November 18, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to analyze the mathematics-related content presented in middle school science textbooks. For this study, we selected three kinds of middle school science textbooks to extract the contents related to mathematics and to analyze the mathematical elements. The main results are as follows. First, contents related to mathematics were found to be about 13.4\% of the science textbooks. The majority was found in the ‘Motion and Energy’ section. Second, the proportions of the mathematical contents were presented in the order of physics (19.4\%), earth science (18.7\%), chemistry (14.8\%), and biology (4.8\%). Third, the math presented in these textbooks involved mathematical concepts learned in 5th to 7th grade, and some of these mathematical concepts were encountered first in science than math textbooks. Fourth, the majority of the mathematical process involved ‘employing analytically’ and ‘interpreting geometrically’, and the most commonly used pattern was ‘formulating geometrically $\rightarrow$ interpreting geometrically’. In addition, we discuss the relationship between mathematics and the difficulties in learning physics.
PACS numbers: 01.30.M-, 01.40.ek
Keywords: Science textbook, Mathematics contents, Mathematical process, Difficulty of physics

January 2020, 70 (1)
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