The Relationship between Pre-Service Class Teachers' Self-Efficacy in Mathematical Literacy and Their Attitudes towards Mathematics (original) (raw)

2017, Journal of Education and Practice

Teachers' perceptions of self-efficacy in mathematical literacy and their attitudes are influential in the development of cognitive and affective skills of students during the educational process. The research aims to examine the relationship between pre-service class teachers' self-efficacy in mathematical literacy and their attitudes towards math and to determine the relationship between them. The research was designed in relational screening model. The sample of the research is composed of 274 pre-service class teachers who were determined purposefully. Non-parametric analyzes were used because the scores were not normally distributed during the analysis phase of the data. In conclusion of the researchclass teachers' self-efficacy in mathematical literacy and their attitudes towards math were found to be at a medium level. There was a significant difference between self-efficacy in mathematical literacy and attitude towards mathematics and grade level, and no significant difference was found between gender and academic average. There was a high positive and significant relationship between self-efficacy in mathematical literacy and attitude towards mathematics. 1. Introductıon Conceptual and operational knowledge about mathematics education is integrated by using effective tools in problem solving process and it is necessary for the individual to take responsibilities in lifelong learning activities, to take effective roles and tasks and to acquire new skills in line with the realities of the business world. Therefore, everyone is required to have mathematical literacy and be strong in mathematics by acquiring sufficient knowledge and skills during the basic education period (Ersoy, 2003). Mathematical literacy is a concept that has emerged with the reform movements made in the field of mathematics as a result of the changes in today's living conditions and the qualities expected from individuals. The necessity and importance of being competent in the mathematical contexts, processes and situations individuals meet in their daily life and work-school life can be seen as the reasons for the emergence of mathematical literacy (Özgen and Bindak, 2011). Mathematical literacy is based on the fact that the students are ready to use their mathematical knowledge in their daily lives and it tries to measure the extent to which students have achieved this readiness. Mathematical literacy depends on the nature of intraclass relationships and the positioning of communication in every level. Therefore, it is necessary for students to be motivated by their own experiences, to reflect and discuss their experiences, to put forth suggestions and experience difficulties (Altun, 2014, Solomon, 2009). Teachers have great responsibilities in students' experiencing these experiences. Mathematical literacy goes beyond mathematics, and it evokes mathematical operations such as recognizing mathematical situations and interpreting graphics, exploring and understanding abstract structures and patterns, using problem-solving strategies, connecting with other mathematical situations, using symbols, linking abstract and real world phenomena, making decisions based on both and understanding these situations (McCrone and Dossey, 2007, Stacey and Turner, 2015). OECD (2013) defines " Mathematical literacy is the capacity of the individual to formulate, use and interpret the mathematics in various settings." Mathematical literacy involves the use of mathematical reasoning and mathematical concepts, methods, phenomena, and tools to describe, explain, and predict phenomena. Mathematical literacy is defined as "it helps individuals to become aware of the role of mathematics in the world, and to make decisions and take decisions in judgments based on justifications ". In this context, the following model was proposed by the OECD (2013) in order for mathematical literacy to be implemented in practice.