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

Abstract

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.

Kemampuan Literasi Matematis Peserta Didik Dalam Menyelesaikan Latihan SPLDV Ditinjau Dari Self-Efficacy

“…Ini berisi penggunaan konsep dan fungsi matematika dengan berpikir secara matematis (OECD, 2013). Di luar matematika sekolah, literasi matematis yang berarti memahami dan mengkomunikasikan pemikiran yang ditulis dalam bahasa matematika yang menjadi tingkat kognitif yang dimiliki orang untuk mengenali masalah matematika dan mengungkapkan masalah tersebut melalui cara matematika (Katranci & Şengül, 2019). Literasi matematis menyokong peserta didik untuk mengerti fungsi dan penggunaan matematika dalam aplikasi seharihari (Yuliyani & Setyaningsih, 2022).…”

Kemampuan Literasi Matematika Siswa Berdasarkan PISA Level 4

“…Matematika merupakan ilmu abstrak dan universal yang tersusun secara terstruktur serta mencakup analisis kemungkinan-kemungkinan pola yang terdapat dalam suatu bilangan dan ruang (Altun, 2008;Katranci & Şengül, 2019). Makna yang terkandung dalam matematika dapat digunakan secara luas dengan mempelajari konsep dan aturan matematika (Aksu & Koruklu, 2015).…”

“…Makna yang terkandung dalam matematika dapat digunakan secara luas dengan mempelajari konsep dan aturan matematika (Aksu & Koruklu, 2015). Hal ini dapat terjadi karena adanya kemampuan literasi matematika (Katranci & Şengül, 2019).…”

Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph

“…Gatabi et al found that Iranian ninth grade math textbooks contained significantly fewer questions related to math literacy, diversity of content, and opportunities for students to participate in mathematical modeling than those in Australia [19]. Yasemin et al believe that teachers' effective use of mathematical language and their enrichment of visual materials in the curriculum can help improve middle school students' mathematical literacy and visual mathematical literacy self-efficacy, and there is a high degree of positive correlation between mathematical literacy and visual mathematical literacy [20]. Guzel et al found a significant positive correlation between math literacy and math self-efficacy, and a substantial relationship between the interest in, enjoyment of, anxiety about math, and the subject climate of mathematics courses [21].…”