Self-Efficacy Beliefs Of Prospective Primary Mathematics Teachers About Mathematical Literacy

Abstract

The aim of this study was to examine the self-efficacy beliefs about mathematical literacy among teachers of primary school mathematics and the relationship between the self-efficacy beliefs and attitudes towards mathematics. To that end, a descriptive research study was conducted with 550 prospective teachers studying primary school mathematics and teaching at three Turkish universities in three different cities. We obtained data through use of the Mathematical Literacy Self-efficacy Scale and a Scale Measuring Attitude towards Mathematics. The self-efficacy beliefs of prospective teachers about mathematical literacy were compared according to their gender, the grade level(s) they were being trained to teach, and the university they attended. Additionally, the relationship between the self-efficacy beliefs of the prospective teachers about mathematical literacy and their attitudes towards mathematics were examined. We also examined whether attitude is a predictor of self-efficacy beliefs. Based on the research findings, we determined that the self-efficacy beliefs of prospective teachers about mathematical literacy were high and these beliefs did not change according to gender, the grade level(s) they were being trained to teach, or the university they attended. Further, the results of the study revealed a significantly low relationship between the self-efficacy beliefs and attitudes of prospective teachers towards mathematics. The findings of this study indicate that prospective teachers' attitudes towards mathematics are an important predictor of self-efficacy beliefs about mathematical literacy.