Mathematical coherence in science education: exploring curriculum alignment and student achievement in middle school

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dc.contributor.authorIncikabi, Semahat
dc.contributor.authorErbay, Oktay
dc.date.accessioned2026-04-25T14:20:26Z
dc.date.available2026-04-25T14:20:26Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractObjective This study examines how the alignment between mathematics and science curricula affects secondary school students' science achievement, focusing particularly on the dimension of mathematical consistency in textbook-based test items.Methods Using a mixed-methods research design, data were collected from 620 fifth and sixth-grade students in 11 public schools in Turkey. Based on their alignment with the grade-level mathematics curriculum, science questions were systematically categorized as mathematically connected (CCQ) or disconnected (CDQ).Results Quantitative analyses revealed that students demonstrated significantly lower achievement on CDQs, indicating that mathematical misalignments in science examinations negatively impacts students' understanding and performance. Complementary clinical interviews indicated that students often possessed the necessary scientific knowledge but struggled with mathematical reasoning or representations that fell outside the scope of instruction.Discussion The findings highlight the importance of deliberate and systematic coordination between the two curricula, particularly in contexts where science and mathematics competencies are assessed concurrently. The study reveals that inconsistencies between curricula place students at a disadvantage in the assessment process and lead to conceptual fragmentation. Accordingly, recommendations have been made to curriculum developers, teachers, and policymakers to strengthen interdisciplinary consistency, increase fairness in assessments, and support students' science achievement through consistent instructional design.
dc.identifier.doi10.3389/fpsyg.2025.1709950
dc.identifier.issn1664-1078
dc.identifier.orcid0000-0002-7686-1996
dc.identifier.pmid41450695
dc.identifier.scopus2-s2.0-105026466430
dc.identifier.scopusqualityN/A
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2025.1709950
dc.identifier.urihttps://hdl.handle.net/11486/8574
dc.identifier.volume16
dc.identifier.wosWOS:001646321100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectmathematical coherence in science education
dc.subjectcurriculum alignment
dc.subjectmiddle school achievement
dc.subjectinterdisciplinary integration
dc.subjectSTEM education
dc.titleMathematical coherence in science education: exploring curriculum alignment and student achievement in middle school
dc.typeArticle

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