İlköğretim Matematik Öğretmeni Adaylarına Yönelik Matematik Dilinin Öğretimi Öz Yeterlik Ölçeğinin Geliştirilmesi

Year 2025, Issue: 65, 139 - 159, 19.09.2025

Erdem Çekmez , Mustafa Güler , Taha Ertuğrul Kuzu

https://doi.org/10.9779/pauefd.1505026

Abstract

Bu araştırmada ilköğretim matematik öğretmeni adaylarının matematik dilini öğretmeye ilişkin öz yeterliklerini belirlemek için bir ölçeğin geliştirilmesi amaçlanmıştır. Araştırmanın katılımcılarını 14 üniversitenin ilgili programının son yarıyılında öğrenim gören 419 öğretmen adayı oluşturmaktadır. Ölçeğin ne düzeyde geçerli ve güvenilir ölçme gerçekleştirdiği madde uyum istatistikleri, benimsenen kategori yapısının işlevselliği, kişilere ve maddelere yönelik güvenirlik ve ayırt edicilik indeksleri, örneklemi hedefleme yeterliği, maddelerin oluşturduğu hiyerarşi, maddelerin yanlılık gösterme durumu, tek boyutluluk ve yerel bağımsızlık bileşenleri açısından incelenmiştir. Verilerin analizi, Rasch ölçme teorisi çerçevesinde derecelendirme ölçeği modeli temelinde Winsteps® yazılımı aracılığıyla gerçekleştirilmiştir. Bulgular kategori yapısının işlevsel olduğunu, madde uyum istatistiklerinin literatürde önerilen aralıkta bulunduğunu, tek boyutluluk ve yerel bağımsızlık kıstaslarının sağlandığını, kişilere ve maddelere ilişkin güvenirlik ve ayırt edicilik indekslerinin uygun olduğunu, maddelerin yanlılık göstermediğini ortaya koymuştur. Bununla birlikte ölçeğin örneklemi hedefleme hususunda orta düzey isabetsizlik sergilediği belirlenmiştir. Sonuç olarak ölçek makul düzeyde geçerli ve güvenilir bir ölçüm gerçekleştirmekte olup ileriki araştırmalarda kullanılabilir.

Keywords

Matematik dili , Öz yeterlik , Matematik öğretmeni adayları

Ethical Statement

Bu araştırma, Trabzon Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulunun 24.04.2024 tarihli E-81614018-050.04-2400019593 sayılı kararı ile alınan izinle yürütülmüştür.

Development of the Mathematical Language Teaching Self-Efficacy Scale for Pre-service Elementary Mathematics Teachers

Abstract

This study aimed to develop a scale to determine the self-efficacy of pre-service primary mathematics teachers regarding teaching the language of mathematics. The participants of the research consisted of 419 teacher candidates studying in the final semester of the relevant program at 14 universities. The extent to which the scale provides valid and reliable measurement was examined in terms of item fit statistics, the functionality of the adopted category structure, reliability and discrimination indices for persons and items, sample targeting adequacy, the hierarchy formed by the items, item bias status, unidimensionality, and local independence components. Data analysis was conducted using Winsteps® software based on the rating scale model within the framework of Rasch measurement theory. The findings revealed that the category structure was functional, item fit statistics were within the ranges suggested in the literature, the criteria for unidimensionality and local independence were met, the reliability and discrimination indices for persons and items were appropriate, and the items did not exhibit bias. However, it was determined that the scale demonstrated a moderate level of mistargeting concerning the sample. Consequently, the scale provides reasonably valid and reliable measurement and can be utilized in future research.

Keywords

Mathematical language , Self-efficacy , Prospective mathematics teachers

Ethical Statement

This study was carried out with the approval of the Scientific Research and Publication Ethics Committee of Trabzon University for Social and Human Sciences, granted by the decision dated 24.04.2024 and numbered E-81614018-050.04-2400019593.

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