The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency

Hoffman, Bobby; Spatariu, Alexandru

doi:10.1016/j.cedpsych.2007.07.002

Cited by 148 publications

(122 citation statements)

References 57 publications

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“…Çünkü matematiğe karşı özyeterlik, aynı zamanda matematiksel problemleri çözme kabiliyetinin de bir belirleyicisidir (Pajares ve Kranzler, 1995). Yukarıdaki çalışmalarda da belirtildiği gibi özyeterlik ile matematik performansı arasında bir ilişki saptanmıştır ve görülen bu ilişki, problem çözme performansı için de doğrulanmıştır (Hoffman ve Spatariu, 2008;Pajares ve Kranzler, 1995). Hoffman ve Spatariu (2008) özyeterliğin problem çözme performansını etkilediğini belirtmişlerdir.…”

Section: Gđrđşunclassified

“…Yukarıdaki çalışmalarda da belirtildiği gibi özyeterlik ile matematik performansı arasında bir ilişki saptanmıştır ve görülen bu ilişki, problem çözme performansı için de doğrulanmıştır (Hoffman ve Spatariu, 2008;Pajares ve Kranzler, 1995). Hoffman ve Spatariu (2008) özyeterliğin problem çözme performansını etkilediğini belirtmişlerdir. Pajares ve Kranzler (1995)'in lise öğrencileri ile yaptıkları çalışmada matematiğe karşı özyeterlik inançları yüksek olan öğrencilerin problem çözme performanslarının da yüksek olduğu sonucuna ulaşılmıştır.…”

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İlköğreti̇m Matemati̇k Öğretmen Adaylarinin Problem Çözme Strateji̇leri̇ Terci̇hleri̇ İle Matemati̇ğe Karşi Özyeterli̇kleri̇ni̇n İncelenmesi̇

Gümüş¹

2015

Elektronik Sosyal Bilimler Dergisi

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ÖzBu çalışma ilköğretim matematik öğretmen adaylarının problem çözme stratejileri tercihleri ile matematiğe karşı özyeterliklerinin incelenmesi amacıyla 31 ilköğretim matematik öğretmen adayı ile gerçekleştirilmiştir. Öğretmen adaylarının sıklıkla tercih ettikleri problem çözme stratejisini belirlemek için problem çözme sürecinde kendilerine en yakın gelen problem çözme stratejisinin ne olduğu sorulmuştur. Öğretmen adaylarının matematiğe karşı özyeterliklerini belirlemek amacıyla da Umay (2001) tarafından geliştirilen "Matematiğe Karşı Özyeterlik Algısı Ölçeği" kullanılmıştır. Araştırmanın sonucunda öğretmen adaylarının problem çözme sürecinde kendilerine yakın gördükleri problem çözme stratejisi için, en fazla seçilen strateji geriye doğru çalışma stratejisi olurken, en az seçilen strateji ise benzer basit bir problemin çözümünden yararlanma stratejisi olmuştur. Ayrıca öğretmen adaylarının matematiğe karşı özyeterlik ölçeğinden aldıkları puanlar tercih ettikleri problem çözme stratejisine göre anlamlı bir fark göstermemektedir.Anahtar Kelimeler: ilköğretim matematik öğretmen adayı, problem çözme stratejisi, matematiğe karşı özyeterlik AbstractThis research was conducted with 31 preservice elementary mathematics teachers, in order to analyze their problem solving strategies preferences and self-efficacies towards mathematics. To determine the problem solving strategies that preservice teachers frequently prefer, it was asked which problem solving strategy is liked better to use during problem solving process. In addition to that, "Matematiğe Karşı Özyeterlik Algısı Ölçeği" developed by Umay (2001) was used to state the preservice teachers' self-efficacies towards mathematics. At the end of the research, it is seen that, the working backwards was the most frequently preferred strategy among the preservice teachers, whereas solving a simpler analogous problem was the least preferred strategy. In addition to that, preservice mathematics teachers' self-efficacies towards mathematics do not differ in terms of their problem solving strategies preferences.

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Section: Gđrđşunclassified

İlköğreti̇m Matemati̇k Öğretmen Adaylarinin Problem Çözme Strateji̇leri̇ Terci̇hleri̇ İle Matemati̇ğe Karşi Özyeterli̇kleri̇ni̇n İncelenmesi̇

Gümüş¹

2015

Elektronik Sosyal Bilimler Dergisi

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“…There have been several recent works exploring this problem which have revealed how pupils' self-efficacy influences their performance (Báez, 2007;Harskamp & Suhre, 2007;Hoffman & Spatariu, 2008). Hernández, Palarea and Socas (2001) and Caballero (2008) note the lack of confidence of prospective primary teachers (PPTs) in solving mathematics problems, with most of them not considering themselves capable or skilled in this area, experiencing uncertainty, nervousness, and even despair, and ending in a block when faced with these tasks.…”

Section: Somebody Who Understands Mathematics Very Well Is Able To Somentioning

confidence: 99%

Problem Solving and Emotional Education in Initial Primary Teacher Education

Carrasco

Blanco

Guerrero

2011

EURASIA J MATH SCI T

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Our work is based on two premises. The first is that affective factors (beliefs, attitudes, and emotions) influence teaching and learning mathematics, and problem solving in particular. The second is that initial teacher education is an important element in the process of improving overall educational practice. On this basis, our research group has been working on evaluating the influence of affect in mathematics problem solving for prospective teachers, and on designing and implementing a program of metacognitive intervention that integrates cognitive and affective factors. The present communication describes our research in this line.

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“…According to Çaycı (2011), there was a positive significant correlation between the self-efficacy levels and attitudes toward professional education in classroom teacher candidates. Hoffman and Spatariu (2008) determined that self-efficacy and metacognitive abilities increase the level of problem solving skills in a student group.…”

Section: Introductionmentioning

confidence: 99%

An investigation of self-efficacy beliefs in terms of the reasons for the choice of the teaching profession by teacher candidates

Çetin¹

2015

Educ. Res. Rev.

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The aim of this study is to determine whether there is a difference between the reasons for the choice of the teaching profession by teacher candidates and their self-efficacy beliefs. Survey method was used in this study. The sample of the study consisted of 972 students (232 males and 740 females) studying at Primary School Education, Science Education and Preschool Education at Canakkale Onsekiz Mart University in Turkey. The data were collected through "The Teachers' Sense of Efficacy Scale" and "The Personal Information Form". It was seen that there was a significant difference between selfefficacy beliefs and the reasons for the choice of the teaching profession by teacher candidates. No significant difference between the reasons for the choice of the teaching profession by teacher candidates and in the subscales of "Efficacy in Instructional Practices" and "Efficacy in Classroom Management" was discovered from the results of this study.

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The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency

Cited by 148 publications

References 57 publications

İlköğreti̇m Matemati̇k Öğretmen Adaylarinin Problem Çözme Strateji̇leri̇ Terci̇hleri̇ İle Matemati̇ğe Karşi Özyeterli̇kleri̇ni̇n İncelenmesi̇

İlköğreti̇m Matemati̇k Öğretmen Adaylarinin Problem Çözme Strateji̇leri̇ Terci̇hleri̇ İle Matemati̇ğe Karşi Özyeterli̇kleri̇ni̇n İncelenmesi̇

Problem Solving and Emotional Education in Initial Primary Teacher Education

An investigation of self-efficacy beliefs in terms of the reasons for the choice of the teaching profession by teacher candidates

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