| Sumario: | This study aimed to investigate potential changes or developments in middle school students' attitudes toward mathematics, environmental problem awareness, environmental attitudes, mathematics motivation, and attitudes toward mathematical problem-solving within the framework of the "Eco-Mathematics for Middle School Students" project, which was supported under the TÜBİTAK 4004 Nature Education and Science Schools Program. Additionally, the study sought to determine changes in students' perspectives regarding the conceptual meaning of eco-mathematics and its role in addressing environmental problems upon project completion, as well as to gather their overall reflections and recommendations concerning the project. The project focused on sustainability, water pollution, environmental pollution, climate change, carbon emissions, recycling, production of ecological cleaning materials, and animal husbandry and included activities to increase mathematical knowledge as well as artistic, sportive, and social activities. The study employed a mixed-methods approach, integrating both qualitative and quantitative research methodologies. The study population consisted of 30 middle school students who go to school every day by shuttle bus. The data collection tools of the study consisted of the Attitude Towards Mathematics Scale, Awareness Scale for Environmental Issues, Environmental Attitude Scale, Mathematics Motivation Scale, Mathematics Problem Solving Attitude Scale, eco-mathematics semi-structured interview form, and reflective participant diaries. Quantitative data were analyzed using a t-test for paired samples. Descriptive analysis and content analysis were used to analyze qualitative data. The study findings revealed a statistically significant difference favoring the post-test scores in the study sub-dimension of students' attitudes toward mathematics and in the knowledge sub-dimension of their environmental problem awareness. Following project implementation, students demonstrated enhanced ability to establish connections between environmental issues and eco-mathematics concepts. The project yielded positive effects on student engagement, with participants expressing favorable attitudes toward the project experience.
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