The connection between science and mathematics has been emphasized in numerous studies (e.g. Basista & Mathews, 2002; Basson, 2002; Frykholm & Glasson, 2005; Park-Rogers, Volkmann, Abell, 2007). As a common finding, studies indicated that integration of science and mathematics enhance students’ achievement (e.g., Hurley, 2001; Kıray & Kaptan, 2012; Wang, 2005) and helps students to make abstract concepts more concrete by using multiple representations (e.g. pictures, tables and graphs). Thus, they can develop deeper conceptual understanding in both disciplines (Park-Rogers et al., 2007). The importance of integration of science and mathematics has been also expressed by teachers. For instance, both science and mathematics teachers indicated that math and science curricula have common principles and concepts. Furthermore, mathematics teachers stated that science should be related with mathematics for meaningful learning (Kıray, Gök, Çalişkan, & Kaptan, 2008).  Besides, in another study, Offer and Vasquez-Mireless (1999) reported that teachers believed the importance of relating science and mathematics which will also enhance students’ motivation and problem solving ability. On the other hand, they indicated the existence of problematic issues related to mathematics in their teaching (Howe, Nune, & Brynth, 2010).

Studies reported that students struggle with mathematical difficulties (e.g., Basson, 2002; Bütüner & Uzun, 2011). One of the students’ mathematical difficulties was reported in physics context such as force, velocity and acceleration (Basson, 2002). Some of the mathematical difficulties in physics unit (force and motion unit) were determined as drawing and interpreting graphs, rate and ratio, and unit convertion problems (Bütüner & Uzun, 2011). Since physics is a mathematically based subject as Orton and Roper (2000) stated, it is important to determine students’ specific mathematical difficulties in this subject. Students’ reported difficulties can be handled by integrating science and mathematics as Westbrook (1998) reported. This integration will also enhance students’ concept learning in physics. Czerniak, Weber, Sandman, and Ahern (1999) emphasized the importance of research in understanding the actual benefits of integration. In this regard, this study can help to reveal students’ mathematical errors in interpreting graphs, rate and ratio, unit convertion, and applying formulas. Thus, the present study is aimed to investigate 7th grade students’ mathematical errors in force and motion unit. For this purpose, following research question was investigated:  What are 7^th grade students’ common mathematical errors dealing with the questions in force and motion unit?

Basson,I.(2002).Physics and mathematics as interrelated fields of thought development using acceleration as an example, International Journal of Mathematical Education in Science and Technology,33(5),679-690. Basista,B.,&Mathews,S.(2002).Integrated science and mathematics professional development programs. School Science and Mathematics,102(7),359-370. Bütüner, S. Ö. & Uzun, S. (2010). Fen öğretiminde karşılaşılan matematik temelli sıkıntılar: Fen ve teknoloji öğretmenlerinin tecrübelerinden yansımalar, Kuramsal Eğitimbilim,4(2),262-272. Cebesoy,Ü.B.&Yeniterzi,B.(in press).Investigation of science and technology exam questions in terms of mathematical knowledge. Proecedia Social and Bahvioral Sciences. Czerniak,M.C.,Weber,W.B.,Sandmann,A.J.,&Ahern,J.(1999).A literature review of science and mathematics integration. School Science and Mathematics 99(8),421-430. Frykholm,J.,&Glasson,G.(2005).Connecting science and mathematics instruction: Pedagogical context knowlege for teachers. School Science and Mathematics,105(3),127-141. Howe,C.,Nune,T.,&Brynth,P.(2010).Rational number and proportional reasoning:Using intensive quantities to promote achievement in mathematics and science. International Journal of Science and Mathematics Education,9, 391- 417. Hurley,M.M.(2001). Reviewing integrated science and mathematics: the search for evidence and definitions from new perspectives. School Science and Mathematics,101(5), 259-268. Kıray,S.A.&Kaptan,F.(2012). The effectiveness of an integrated science and mathematics program: Science-centered mathematics assisted integration. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 943-956. Kıray,S.A.,Gök,B.,Çalişkan,İ.,&Kaptan,F.(2008). Perceptions of science and mathematics teachers about the relations between what courses for qualified science mathematics education in elementary schools. In Ö.Demirel& A.M.Sünbül (Eds.). Further Education in the Balkan Countries, 2, pp. 889-897. Offer,J.,&Vasquez-Mireles,S.(2009).Mix it up: Teacher’s beliefs on mixing mathematics and science. School Science and Mathematics,109(3), 146-152. Orton,T., &Roper, T. (2000).Science and mathematics: A relationship in need of counselling? Studies in Science Education,35(1), 123-153 Park-Rogers, M. A., Volkmann, M.J., & Abell, S. K. (2007). Science and mathematics: A natural connection. Science and Children, 45(2), 60-61. Wang, J. (2005). Relationship between mathematics and science achievement at the 8th grade. International Online Journal Science Math Education, 5, 1-17. Westbrook, S.L. (1998). Examining the conceptual organization of students in an integrated algebra and physical science class. School Science and Mathematics, 98(2),84-92.