出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：Teachers' perceptions of self-efficacy in mathematical literacy and their attitudes are influential in the development of cognitive and affective skills of students during the educational process. The research aims to examine the relationship between pre-service class teachers' self-efficacy in mathematical literacy and their attitudes towards math and to determine the relationship between them. The research was designed in relational screening model. The sample of the research is composed of 274 pre-service class teachers who were determined purposefully. Non-parametric analyzes were used because the scores were not normally distributed during the analysis phase of the data. In conclusion of the researchclass teachers' self-efficacy in mathematical literacy and their attitudes towards math were found to be at a medium level. There was a significant difference between self-efficacy in mathematical literacy and attitude towards mathematics and grade level, and no significant difference was found between gender and academic average. There was a high positive and significant relationship between self-efficacy in mathematical literacy and attitude towards mathematics.
其他摘要：Teachers' perceptions of self-efficacy in mathematical literacy and their attitudes are influential in the development of cognitive and affective skills of students during the educational process. The research aims to examine the relationship between pre-service class teachers' self-efficacy in mathematical literacy and their attitudes towards math and to determine the relationship between them. The research was designed in relational screening model. The sample of the research is composed of 274 pre-service class teachers who were determined purposefully. Non-parametric analyzes were used because the scores were not normally distributed during the analysis phase of the data. In conclusion of the researchclass teachers' self-efficacy in mathematical literacy and their attitudes towards math were found to be at a medium level. There was a significant difference between self-efficacy in mathematical literacy and attitude towards mathematics and grade level, and no significant difference was found between gender and academic average. There was a high positive and significant relationship between self-efficacy in mathematical literacy and attitude towards mathematics. Keywords: Class teacher, Mathematics Education, Mathematical Literacy, Self-efficacy, Attitude
