The Relationships Between Preservice Teachers’ Mathematical Literacy Self Efficacy Beliefs, Metacognitive Awareness And Problem Solving Skills
Abstract
The
purpose of this study was to examine the relationships between metacognitive
awareness, mathematical literacy self-efficacy beliefs and problem solving
skills, and the effects of metacognitive awareness and mathematical literacy
self-efficacy beliefs on problem solving skills. This study used a
correlational survey design, and was conducted in the Faculty of Education of
Ondokuz Mayıs University in the 2014/15 spring semester. The sample group,
selected used convenience sampling, consisted of a total of 171 prospective
teachers. Data were collected using Metacognitive Awareness Inventory (Akın,
Abacı & Çetin, 2007), the Problem Solving Inventory (Şahin, Şahin &
Heppner, 1993) and Math Literacy Self-Efficacy Measurement (Özgen & Bindak,
2008). For the data analysis, descriptive statistics, Pearson correlation, and
regression analysis were used.
Significant relationships were found to exist between the problem
solving scores on the one hand and metacognitive awareness and math literacy
self-efficacy scores on the other. In addition, the first stage of the
regression analysis showed that metacognitive awareness scores are a
significant predictor of problem solving skills, explaining 15% of the
variation. In the second stage, it was found that metacognitive awareness and
math literacy self-efficacy scores are both significant predictors of problem
solving skills, together explaining 18% of the variation. This study shows that
significant relationships and interactions exist between metacognitive
awareness, mathematical literacy self-efficacy, and problem solving skills
Keywords
prospective teachers,metacognitive awareness,problem solving,mathematical literacy self-efficacy
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