The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

  • Fatma Erdoğan Firat University, Turkey
  • Feyza Yıldız Ministry of National Education, Turkey
Keywords: Self-efficacy, Problem-posing self-efficacy, Problem-posing, Prospective mathematics teacher

Abstract

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

Published
2021-05-10
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How to Cite
Erdoğan, F., & Yıldız, F. (2021). The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs. Shanlax International Journal of Education, 9(S1-May), 228–237. https://doi.org/10.34293/education.v9iS1-May.4016