Abstract
This study aims to investigate the mathematics backgrounds and mathematics self-efficacy perceptions of pre-service elementary school teachers. It explores the existence of a link between the pre-service elementary school teachers’ years of university education and their mathematics self-efficacy. Finally, the study seeks to reveal the links between the pre-service elementary school teachers’ mathematics self-efficacy and other variables concerning their mathematics backgrounds. The study employed a survey method. The sample consisted of 209 pre-service teachers (66 male and 143 female). The study found that the mathematics self-efficacy perceptions of pre-service teachers do not change as they progress towards their university degree. However, variables concerning the mathematics backgrounds of the pre-service elementary school teachers affect their perceptions of mathematics self-efficacy. Therefore, individuals who intend to become teachers can be expected to perform better in their teaching practices if they have a high level of mathematics self-efficacy prior to commencing elementary school teacher education.
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Appendix
Appendix
(This scale was applied originally in Turkish. Here, a translation is provided for information purposes only.)
Dear Prospective Teachers
This scale is developed within the framework of a scientific study. Your answers will be held in absolute confidence, and no personal assessment will be applied. The responses provided will be analyzed on a collective basis. Truthful and factual answers you will provide are crucial for the achievement of research objectives, as well as the quality of the study. In this sense, it is essential for the validity of the study, that answers provided for specified cases reflect the actual state of affairs.
Thank you for your time and participation.
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Mathematics Background Form
Gender | |||
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Year 1–4 | Grade point average (GPA) | ||
Please state your favorite courses | |||
Please state the courses you dislike most | |||
Do you need help studying mathematics? What is the frequency of asking for help? | |||
Do you deem yourself qualified enough for mathematics courses? | |||
Do you deem your mathematics knowledge level adequate? If not, who do you think is responsible for this? | |||
Have you had any unforgettable experience in mathematics courses to date? Could you please describe it? | |||
Do you believe that you can teach mathematics well when doing your job? |
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Mathematics Self-Efficacy Scale
Please mark the most applicable option for the following statements.
Never | Rarely | Sometimes | Often | Always | |
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1. I believe I am able to make effective use of mathematics in my daily life | |||||
2. I think in mathematical terms when planning my day/time | |||||
3. I believe mathematics is not the right occupation for me | |||||
4. I deem myself competent in terms of problem solving in mathematics | |||||
5. I can solve any mathematical problem if I work on it long enough | |||||
6. I feel like I am taking incorrect steps when solving problems | |||||
7. I panic when I face unexpected circumstances while solving a problem | |||||
8. I wander around mathematical constructs and theorems, and can come up with small discoveries | |||||
9. I know how to proceed when I come across some new issue in mathematics | |||||
10. I believe mathematics competence to match that of my colleagues is simply beyond me | |||||
11. I deem the time spent with problem solving mostly as a waste | |||||
12. I realize my self-confidence levels fall as I study mathematics | |||||
13. I can easily help people around me with their questions on mathematics | |||||
14. I can propose mathematical solutions to any problem in life |
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Güneş, G. (2018). The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_12
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DOI: https://doi.org/10.1007/978-3-319-68342-3_12
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