The relationship between mathematical literacy and visual math literacy selfefficacy perceptions of middle school students

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 χ 2 /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.

Ortaokul öğrencilerinin matematik okuryazarlığı ile görsel matematik okuryazarlığı öz-yeterlik algıları arasındaki ilişki

Bu çalışmada, ortaokul öğrencilerinin matematik okuryazarlığı ve görsel matematik okuryazarlığı öz-yeterlik algılarının ne düzeyde olduğu ve aralarındaki ilişki araştırılmıştır. Bu amaçla çalışma ilişkisel araştırma modeline göre düzenlenmiştir. Çalışma grubu uygun örneklemeye göre belirlenmiştir. Bu örnekleme yöntemine göre çalışmaya 328 ortaokul (5, 6, 7 ve 8. sınıflar) öğrencisi katılmıştır. Veri toplamak amacıyla, ilk olarak, “Matematik Okuryazarlığı Ölçeği” geliştirilmiştir. Açıklayıcı faktör analiz sonucunda ölçeğin tek bir faktörden meydana geldiği görülmüştür. Doğrulayıcı faktör analizine göre ölçeğin χ 2 /sd oranı 2.16 olarak bulunmuştur. Bu değer, ölçeğin mükemmel uyum sergilediğini göstermiştir. Ayrıca, öğrencilerin görsel matematik okuryazarlığı öz-yeterliklerini ölçmek amacıyla “Görsel Matematik Okuryazarlığı Özyeterlik Algısı Ölçeği” kullanılmıştır. Sonuçta, ortaokul öğrencilerinin matematik okuryazarlık ve görsel matematik okuryazarlık öz-yeterlik algı düzeylerinin yüksek olduğu belirlenmiştir. Ortaokul öğrencilerinin matematik okuryazarlıkları ile görsel matematik okuryazarlığı öz-yeterlik algıları arasında ise yüksek düzeyde pozitif yönlü bir ilişkinin olduğu ortaya konmuştur.

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Kaynak Göster