Evaluation of visual math literacy self efficacy perception with visual mathematics accomplishment

Duran, Murat; Bekdemir, Mehmet

doi:10.14527/c3s3m3

Cited by 18 publications

(11 citation statements)

References 19 publications

(11 reference statements)

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“…On the other hand, it coincides with the finding obtained in Özgen and Bindak's study (2011) in which they analysed the correlation between middle school students' mathematics literacy and different variables and expressed as students' mathematics literacy selfefficacy levels are moderate and this is not in parallel with the finding of Uysal and Yenilmez (2011) within the scope of PISA, in which it was stated that eighth-grade students' mathematics literacy levels are below the third level. Besides, this result does not fit with the results of the studies which were investigated in this field (Deveci & Aldan-Karademir, 2018;Duran & Bekdemir, 2013;Şengül, Katrancı, & Gülbağcı, 2012).…”

Section: Discussion Conclusion and Implicationscontrasting

confidence: 68%

“…Diğer yandan Özgen ve Bindak'ın (2011), ortaöğretim öğrencilerinin matematik okuryazarlığı özyeterlik düzeylerini farklı değişkenlerle ilişkilerini inceledikleri çalışmalarında öğrencilerin matematik okuryazarlığı özyeterlik düzeylerinin orta olduğu ve Uysal ve Yenilmez'in (2011) PISA kapsamında, sekizinci sınıf öğrencilerinin matematik okuryazarlık düzeylerinin üçüncü düzeyin altında olduğu sonucunu ile örtüşmemektedir. Bu sonuç, yine bu alanda yapılan çeşitli araştırmalarda (Deveci & Aldan-Karademir, 2018;Duran & Bekdemir, 2013;Şengül, Katrancı, & Gülbağcı, 2012) elde edilen sonuçlarla uyuşmamaktadır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Şengül, Katrancı, and Gülbağcı (2012) analyzed the self-efficiency perceptions of sixth, seventh, and eighth-grade students towards mathematical literacy. Duran and Bekdemir (2013) examined the correlation between seventh-grade students' self-efficacy perceptions towards visual mathematical literacy and their visual maths achievement. The opinions of seventh-grade students about visual mathematical literacy were determined by Duran (2013).…”

Section: Introductionmentioning

confidence: 99%

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The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

Katrancı

Şengül

2019

Pegegog

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In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, “Mathematical Literacy Scale” was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio χ2/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, “A Visual Math Literacy Self-Efficacy Perception Scale” was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students’ mathematical literacy levels and their visual math literacy self-efficacy perceptions’ level are high. It was found that there is a high positive significant relationship between middle school students’ mathematical literacy and their visual math literacy self-efficacy perceptions.

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Section: Discussion Conclusion and Implicationscontrasting

confidence: 68%

Section: Tartışma Sonuç Ve öNerilerunclassified

Section: Introductionmentioning

confidence: 99%

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The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

Katrancı

Şengül

2019

Pegegog

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“…Visual mathematical literacy, in other words, is defined as the process of using intellectual activities in constructing the encountered images with the support of paper, pen, or technology, and using these images for a mathematical discovery or understanding (Çilingir Altıner & Artut, 2017). Duran and Bekdemir (2013) stated that the visual mathematics literacy perceptions of the students affect their visual mathematics achievements and motivations. According to Açıkgöz (2003), one of the most important factors that affect success in mathematics education is the motivation level of the students.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

İlhan

2021

Sage Open

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The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

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“…Visuality is expressed with the concept of visual literacy in scientific literature, and in mathematics it was defined as the visual mathematics literacy perception (Bekdemir & Duran, 2012). Visual mathematics literacy perception was defined by Duran and Bekdemir (2013) as the skill to perceive, express, interpret, assess and utilize the problems encountered in daily life spatially or visually and the skill to perceive, express, interpret, assess and utilize spatial or visual information mathematically. In other words, visual mathematics literacy perception was described as the skills of an individual to understand mathematical problems encountered in daily life with two or more dimensional visuals, and to interpret the information containing these visuals using mathematical expressions based on the logical framework of the mathematics (İlhan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Correlations Between Visual Mathematics Literacy Perceptions, Reasoning Skills on Geometric Shapes and Geometry Performances of Pre-Service Mathematics Teachers

İlhan

Aslaner

2021

Participatory Educational Research

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In the study, the correlations between visual mathematics literacy perceptions, reasoning skills on geometrical shapes and geometrical performances of pre-service mathematics teachers were investigated. The study participants included 384 pre-service mathematics teachers, who were attending education departments in two universities located in Eastern and Southeastern Anatolia regions in Turkey. In the study, due to time and workforce limitations, convenience sampling method was preferred, and relational screening model was adopted. The study data was collected with visual mathematics literacy perception scale, reasoning skills on geometric shapes and geometry performance tests developed by the authors. Analysis of the correlation between the variables demonstrated that there was a moderate correlation between visual mathematics literacy perception and both the reasoning skills on geometrical shapes and the geometry performance, and there was a high correlation between the reasoning skills on geometric shapes and geometry performance. Primary model path analysis demonstrated that visual mathematics literacy perception had a moderate effect on reasoning skills on geometrical shapes and geometry performance. It was also determined that reasoning skills on geometric shapes had a strong effect on geometry performance. The findings of the path analysis conducted on the sub-dimensions revealed that all sub-dimensions had a moderate positive effect on reasoning skills on geometric shapes. It was also found that visual mathematics literacy perception had a moderate positive effect on visual perception, geometry knowledge, spatial intelligence and concretization sub-dimensions and geometry performance.

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Evaluation of visual math literacy self efficacy perception with visual mathematics accomplishment

Cited by 18 publications

References 19 publications

The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

Analysis of the Correlations Between Visual Mathematics Literacy Perceptions, Reasoning Skills on Geometric Shapes and Geometry Performances of Pre-Service Mathematics Teachers

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