### Table 1: The Five Subscales

Description

X1. Beliefs about the nature of mathematics and science: Cronbach's a=.76

In grades K-9, truly understanding mathematics requires special abilities that only some people possess.1
In grades K-9, truly understanding science requires special abilities that only some people possess.
The use of technologies in mathematics is an aid primarily for slow learners.
The use of technologies in science is an aid primarily for slow learners.
Getting the correct answer to a problem in the mathematics classroom is more important than investigating the problem in a mathematical manner.
Getting the correct answer to a problem in the science classroom is more important than investigating the problem in a scientific manner.
The primary reason for learning mathematics is to learn skills for doing science.
The primary reason for learning science is to provide real life examples for learning mathematics.
Mathematics consists of unrelated topics (e.g., algebra, arithmetic, calculus and geometry).
Science consists of unrelated topics like biology, chemistry, geology, and physics.
To understand mathematics, students must solve many problems following example provided.
To understand science, students must solve many problems following example provided.
Theories in science are rarely replaced by other theories.
Science is a constantly expanding field.

X2. Attitudes towards mathematics and science: Cronbach's a=.81

I am looking forward to taking more mathematics courses.
I am looking forward to taking more science courses.
I like mathematics.
I like science.
I enjoy learning how to use technologies in mathematics classrooms.
I enjoy learning how to use technologies in science classrooms.

X3. Beliefs about the teaching of mathematics and science: Cronbach's a=.69

Using technologies in mathematics lessons will improve students' understanding of mathematics.
Using technologies in science lessons will improve students' understanding of science. Calculators should always be available for students in science classes.
Students should be given regular opportunities to think about what they have learned in the mathematics classroom.
Students should be given regular opportunities to think about what they have learned in the science classroom.
Students should have opportunities to experience manipulating materials in the mathematics classroom before teachers introduce mathematics vocabulary.
Students should have opportunities to experience manipulating materials in the science classroom before teachers introduce science vocabulary.
Small group activity should be a regular part of the mathematics classroom.
Small group activity should be a regular part of the science classroom.

X4. Attitudes towards using technology to teach mathematics and science: Cronbach's a=.80

I want to learn how to use technologies to teach mathematics.
I want to learn how to use technologies to teach science.

X5. Attitudes towards teaching mathematics and science: Cronbach's a=.60

The idea of teaching mathematics scares me. The idea of teaching science scares me. I prefer to teach mathematics and science emphasizing connections between the two disciplines.
I feel prepared to teach mathematics and science emphasizing connections between the two disciplines.

1. Note: items in italics have been reversed, so that a response of "strongly agree" is scored as a "1" and a response of "strongly agree" is scored as a "5".