The Relationship Between Pre-Service Elementary School Teachers’ Mathematical Literacy Self-Efficacy, Mathematical Modeling Self-Efficacy, and Attitudes

Abstract

The aim of the study is to examine the relationship between pre-service elementary school teachers’ mathematical literacy self-efficacy, mathematical modeling self-efficacy and attitudes. The study was conducted with relational survey model, one of the quantitative research designs. The study was conducted with 257 pre-service elementary school teachers’ studying at the 1st, 2nd, 3rd and 4th grade level. The data were collected with the Mathematics Literacy Self-Efficacy Scale, Mathematical Modeling Self-Efficacy Scale and Mathematical Modeling Attitude Scale. Frequency, arithmetic mean, standard deviation and difference tests were used to analyze the data. According to the results obtained, mathematical literacy self-efficacy and mathematical modeling self-efficacy of pre-service elementary school teachers were determined as medium level, and mathematical modeling attitudes were determined as high level. It was determined that pre-service elementary school teachers’ mathematical literacy self-efficacy and mathematical modeling self-efficacy differed significantly according to grade level, but mathematical modeling attitudes did not differ significantly according to grade level. It was determined that there was a positive and moderately significant relationship between pre-service elementary school teachers’ mathematical literacy self-efficacy, mathematical modeling self-efficacy and mathematical modeling attitudes.

Keywords

• Mathematics literacy self-efficacy
• mathematical modeling self-efficacy
• mathematical modeling attitude
• elementary school teacher

Sınıf Öğretmeni Adaylarının Matematik Okuryazarlığı Öz-Yeterlikleri ile Matematiksel Modelleme Öz-Yeterlikleri ve Tutumları Arasındaki İlişki

Abstract

Araştırmanın amacı sınıf öğretmeni adaylarının matematik okuryazarlığı öz-yeterlikleri ile matematiksel modelleme öz-yeterlikleri ve tutumları arasındaki ilişkiyi incelemektir. Araştırma nicel araştırma desenlerinden ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırma birinci, ikinci, üçüncü ve dördüncü sınıf düzeyinde öğrenim gören 257 sınıf öğretmeni adayı ile gerçekleştirilmiştir. Araştırmanın verileri Matematik Okuryazarlığı Öz-Yeterlik Ölçeği, Matematiksel Modelleme Öz-Yeterlik Ölçeği ve Matematiksel Modelleme Tutum Ölçeği ile toplanmıştır. Verilerin analizinde frekans, aritmetik ortalama, standart sapma ve fark testleri kullanılmıştır. Elde edilen sonuçlara göre sınıf öğretmeni adaylarının matematik okuryazarlığı öz-yeterlikleri ve matematiksel modelleme öz-yeterlikleri orta düzeyde, matematiksel modelleme tutumları ise yüksek düzeyde olarak belirlenmiştir. Sınıf öğretmeni adaylarının matematik okuryazarlığı öz-yeterlikleri ve matematiksel modelleme öz-yeterliklerinin sınıf düzeyine göre anlamlı olarak farklılaştığı ancak matematiksel modelleme tutumlarının sınıf düzeyine göre anlamlı olarak farklılaşmadığı belirlenmiştir. Son olarak sınıf öğretmeni adaylarının matematik okuryazarlığı öz-yeterlikleri ile matematiksel modelleme öz-yeterlikleri ve matematiksel modelleme tutumları arasında pozitif yönde ve orta düzeyde anlamlı bir ilişki olduğu belirlenmiştir.

Keywords

• Matematik okuryazarlığı öz-yeterliği
• matematiksel modelleme öz-yeterliği
• matematiksel modelleme tutumu
• sınıf öğretmeni

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