Prospective Mathematics Teachers' Perceived Self-Efficacy in Mathematical Literacy

Abstract

The aim of the study is to determine prospective elementary mathematics teachers' perceived self-efficacy in mathematical literacy, to examine the relationship between mathematical literacy selfefficacy perception and academic achievement and to determine whether the mathematical literacy selfefficacy perception varies according to gender and class level variables. The survey research design was utilized. The study was conducted with 120 prospective elementary mathematics teachers in 2015-2016 academic year. The Mathematical Literacy Self-Efficacy Scale (MLSES) developed by Özgen and Bindak (2008) was used as the data collection tool. Descriptive statistics, Mann- Whitney U test, Kruskal-Wallis test and Spearman’s rank order correlation were used in the analysis of the data. According to the results of the analyses, it was found that prospective teachers' mathematical literacy self-efficacy perceptions did not differ significantly with respect to class level and gender. Moreover, in the current study, it was determined that there was a positive relationship between the prospective teachers' MLSES scores and achievement scores, but this was not statistically significant.