Investigation of Pre-service Elementary Mathematics Teachers’ Beliefs about Mathematics Teaching Self-Efficacy and the Nature of Mathematics, Teaching and Learning

Year 2018, Volume: 3 Issue: 2, 27 - 35, 15.12.2018

Meral Cansız Aktaş , Hayal Yavuz Mumcu

Abstract

The
present study aims to find out pre-service elementary mathematics teachers’
beliefs about mathematics teaching self-efficacy and mathematics, teaching and
learning and to investigate their beliefs in terms of gender and years of study. The study was carried out based on quantitative
research methods. In this regard, relational survey model was employed in the
study. The study group consists of 198 pre-service mathematics teachers
studying at 2nd, 3rd and 4th grades of Primary Mathematics Teacher Education
Program at a public university in the 2017-2018 academic year as well as the
pre-service teachers graduated in the previous year from the same program. For data collection, “The
Mathematics Teaching Self-Efficacy Scale (MTSES)” developed by Enochs, Smith
and Huinker (2000), adapted to Turkish by Hacıömeroğlu and Şahin-Taşkın (2010)
and the “Mathematics Related Beliefs Scale (MRBS)” developed by Kayan, Haser
and Işıksal-Bostan (2013) were used. As a result of the research, it was found that
the teacher candidates differ in their beliefs about mathematics teaching
proficiency beliefs and nature of mathematics, mathematics teaching and mathematics
learning about grade level variable but not by gender variable.

Keywords

self-efficacy beliefs, mathematics-related beliefs

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