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

2013 ◽  
Vol 10 (4) ◽  
pp. 279-288 ◽  
Author(s):  
Gunes Yavuz ◽  
Berna Canturk Gunhan ◽  
Esen Ersoy ◽  
Serkan Narli

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.


Author(s):  
Nor Hazizah Julaihi ◽  
Liew Chin Ying ◽  
Voon Li Li ◽  
Syah Runniza Ahmad Bakri

The purpose of this paper is to examine the confidence level and selfefficacy beliefs of Mathematics teachers, particularly in Kuching and Samarahan, using the instrument adapted from two reliable questionnaires: Trend in International Mathematics and Sciences Study (TIMSS) and Teachers’ Sense of Teaching Mathematics Efficacy Scale (TSES). The respondents consisted of 49 teachers from both primary and secondary schools. The analysis reported that teachers have shown practically high confidence level in teaching mathematics and they closely agreed on their beliefs about their own teaching mathematics efficacy. Further analysis indicated that the mean scores of confidence level and self-efficacy beliefs for the female teachers were slightly higher than the male teachers. Analysis also reported that there were no significant differences in mean scores between teachers’ confidence level and selfefficacy beliefs across gender, highest education attained and years of mathematics teaching. The correlations analysis saw a significant positive strong relationship between teachers’ confidence level and self-efficacy beliefs. These findings provided some evidences to the existing pool of knowledge about teaching efficacy beliefs as well as some distinct and new insights relating to efficacy issues.


2012 ◽  
Vol 9 (4) ◽  
pp. 289-298
Author(s):  
Dilek Sezgin Memnun ◽  
Recai Akkaya ◽  
Guney Hacıomeroglu

This study examines prospective teachers beliefs in their own abilities and effectiveness to impart mathematical literacy to their students, their beliefs about mathematical problem solving, and the relationship between these two belief systems. A total of 567 prospective teachers, majoring in mathematics, science and elementary teacher education programs volunteered to participate in the study. The Self-Efficacy Beliefs Scale about Mathematical Literacy and the Beliefs about Mathematical Problem solving instruments were administered to prospective teachers. Results of the study revealed that there was a significant relationship between the beliefs about mathematical problem solving and self-efficacy. Findings of this study indicated that prospective teachers beliefs about mathematical literacy were an important predictor on the beliefs about mathematical problem solving.


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