Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.
Bu araştırma, sınıf öğretmenlerinin farklı değişkenler bakımından matematiğe ilişkin inançlarını tespit etmeyi amaçlamaktadır. Bu hedef doğrultusunda nicel araştırma yöntemlerinden tarama deseni tercih edilmiştir. Araştırmanın örneklemini Türkiye’nin farklı bölgelerinde görev yapan 316 sınıf öğretmeni oluşturmaktadır. Araştırma verileri Purnomo (2017) tarafından geliştirilen ve Güllü ile Akçay (2021) tarafından Türkçeye uyarlanan “Sınıf Öğretmenlerinin Matematiğe İlişkin İnançları Ölçeği” aracılığıyla elde edilmiştir. Elde edilen veriler SPSS (Sosyal Bilimler için İstatistik Programı) programı ile analiz edilmiştir. Bu doğrultuda normallik testi, bağımsız örneklem t testi, tek yönlü varyans analizi (ANOVA) ve basit doğrusal regresyon analizi gerçekleştirilmiştir. Uygulanan analizler neticesinde sınıf öğretmenlerinin matematiğe ilişkin inançlarının çağdaş düzeyde olduğu belirlenmiştir. Cinsiyet ve okutulan sınıf kademesinin sınıf öğretmenlerinin matematiksel inançları üzerinde anlamlı farklılık oluşturmadığı, görev yeri ve yaş değişkenlerinin ise sınıf öğretmenlerinin matematikte öğrenmeyi değerlendirmeye ilişkin inançları üzerinde anlamlı farklılık oluşturduğu tespit edilmiştir. Ayrıca sınıf öğretmenlerinin matematiğin doğasına yönelik inançlarının onların matematik öğretimi ve matematikte öğrenmeyi değerlendirmeye ilişkin inançları üzerinde pozitif yönde orta düzeyde etkili olduğu saptanmıştır.
This research aims to obtain a measuring tool developed by Purnomo in 2017 that adapts the scale originally called "Teachers' Mathematics-Related Beliefs" to Turkish to determine the beliefs of primary school teachers in mathematics. The original scale consists of a total of 3 dimensions: the nature of mathematics, mathematics teaching and evaluation of learning in mathematics. The author applied AFA, DFA and reliability testing for each dimension separately while developing the scale. Primary school teachers created all participants of the research during the scale development process. The reverse translation technique was used when translating the relevant scale into Turkish. 216 primary school teachers are the sample of the scale adaptation study. AFA was applied to each dimension with the SPSS program to examine the structure validity and factor structure of the scale. DFA was performed with the AMOS program to determine the level of compliance of the factor structure determined by AFA with the data. DFA was performed with the AMOS program to determine the level of compliance of the factor structure determined by AFA with the data. Reliability testing was performed on the entire scale and each subdivision to determine the reliability of the scale. As a result, it was concluded that the scale of the Beliefs of Primary School Teachers in Mathematics, which is adapted to Turkish, is a valid and reliable measurement tool.
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