Mathematical modeling has come into prominence
during the last few decades in many countries’ mathematics teaching curricula.
It combines real life situations with mathematical context. Although evaluating
students’ mathematical modeling performances with a unique Likert type
instrument is questionable, having an instrument about their selfefficacy
beliefs in mathematical modeling may help to comment about their ideas related
to their competencies in mathematical modeling. The purpose of this study is to
develop a reliable and valid measurement scale to determine mathematical
modeling selfefficacy of mathematics teacher candidates. For this purpose, the
draft and final form of the scale were applied to a total of 562 preservice
elementary mathematics teachers from various public universities in Turkey. The
findings of study revealed that the scale is unidimensional according to the
results of exploratory factor analysis. The unidimensionality of the scale was
validated by confirmatory factor analysis. The reliability of mathematical
modeling selfefficacy scale was very high (.97). Finally, it was found that
this scale is an appropriate measurement tool to evaluate students’
selfefficacy beliefs on their mathematical modeling competencies. Some
suggestions related to the scale and for further studies were given at the end.
Factor analysis, mathematical modeling, modeling competencies, preservice teachers, selfefficacy
Mathematical modeling has come into prominence during the last few decades in many countries’ mathematics teaching curricula. It combines real life situations with mathematical context. Although evaluating students’ mathematical modeling performances with a unique Likert type instrument is questionable, having an instrument about their selfefficacy beliefs in mathematical modeling may help to comment about their ideas related to their competencies in mathematical modeling. The purpose of this study is to develop a reliable and valid measurement scale to determine mathematical modeling selfefficacy of mathematics teacher candidates. For this purpose, the draft and final form of the scale were applied to a total of 562 preservice elementary mathematics teachers from various public universities in Turkey. The findings of study revealed that the scale is unidimensional according to the results of exploratory factor analysis. The unidimensionality of the scale was validated by confirmatory factor analysis. The reliability of mathematical modeling selfefficacy scale was very high (.97). Finally, it was found that this scale is an appropriate measurement tool to evaluate students’ selfefficacy beliefs on their mathematical modeling competencies. Some suggestions related to the scale and for further studies were given at the end.
Factor analysis, mathematical modeling, modeling competencies, preservice teachers, selfefficacy
Birincil Dil  İngilizce 

Konular  Eğitim Üzerine Çalışmalar 
Bölüm  Makaleler 
Yazarlar 

Yayımlanma Tarihi  12 Aralık 2016 
Yayınlandığı Sayı  Yıl 2017 Cilt: 4 Sayı: 1 