Development of a Visual Math Literacy Self Efficacy Perception Scale (Vmlseps) for Elementary Students

Bekdemir, Mehmet; Duran, Murat

doi:10.7822/egt96

Cited by 9 publications

(10 citation statements)

References 5 publications

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“…The most fundamental characteristic of the current times, which is called the information age, is the exposure of every individual in the society to a variety of information everyday and their need to analyze, interpret, use, and comprehend these information, in brief, being literate (Bekdemir and Duran, 2012). Information literacy increased the significance of mathematical and computer literacy along with the evolving technologies.…”

Section: Significance Of the Studymentioning

confidence: 99%

Correlation between Computer and Mathematical Literacy Levels of 6th Grade Students

Ic¹,

Tutak²

2017

EUROPEAN J ED RES

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Literacy has been defined in the literature frequently. Each new interpretation leads to the idea that the definition can change based on the relevant environment, instruments used and/or the intended objective and there might be different types of literacy including computer literacy, media literacy and visual literacy (Reinking, McKenna, Labbo and Kieffer, 1997; Tuman, 1994). This is also true for computer literacy and mathematical literacy. Therefore, there is a need for studies on computer and mathematical literacy. The objective of the present study was to determine the computer and mathematical literacy levels of secondary school 6th grade students and to reveal the correlation between computer and mathematical literacy levels. The study sample included students that attended provincial, district and village schools, as well as the private schools. The correlation between the computer and mathematical literacy levels of the students that were selected from various regions was determined and the differences based on these levels among the schools were also identified. Since the study aimed to determine the correlation between computer literacy and mathematics literacy of the 6th grade students, relational screening model was utilized in the study. Relational (correlative) studies aim to determine whether there is a correlation between two or more variables (Karasar, 2009). Study population included 139 6th grade students attending a secondary school in Turkey. In the study, "Mathematics Literacy Scale" and "Computer Literacy Scale," which were developed by the author and tested for validity and reliability were used. The obtained data were analyzed by specific statistical techniques. After the findings were analyzed, results were discussed based on the findings in the literature and necessary recommendations were presented.

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Section: Significance Of the Studymentioning

confidence: 99%

Correlation between Computer and Mathematical Literacy Levels of 6th Grade Students

Ic¹,

Tutak²

2017

EUROPEAN J ED RES

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“…Van Garderen and Montaque (2003) and Hegarty and Kozhevnikov (1999) said that visual elements used in problem solving process would increase the mathematical success (Kuzle, 2011). Bekdemir and Duran (2012) had developed a VMLS oriented for primary education students, variance rate of the scale was found 41.81% and Cronbach alpha internal consistency coefficient was found 0.943. In the education process, teachers take the responsibility of training an individual to create a community with high human quality.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 98%

Development of Visual Mathematics Literacy Scale for Elementary Education Mathematics Teacher Candidates

İlhan¹,

Çelik²

2016

UCER-A

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The purpose of this study is to develop a valid, reliable, and useful scale for measuring visual mathematics literacy of teacher candidates. To that end, an item pool consisting of 60 items of pentad Likert type is established by making use of resources related to subject and opinions of teacher candidates. In accordance with expert opinions, four of the 60 items were removed from the scale and a 54 items scale form draft was prepared. Draft scale has been applied to 325 students studying in the mathematics teacher programs of Faculty of Education, Cumhuriyet University and Faculty of Education, Dicle University Ziya Gökalp in the first semester of 2014-2015 academic years. As a result of data analysis, a visual mathematics literacy scale (VMLS) in pentad Likert type with 37 items is developed. It is observed that 37 items in the final scale are gathered under five factors and total variance ratio explained by these factors is 44.246%. Cronbach alpha internal consistency coefficient of the scale is calculated as 0.904. In the end of the study, a valid and reliable scale to determine the visual mathematics literacy of teacher candidates has been developed.

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“…Based ont the scales developed by Özgen and Bindak (2008), Bekdemir and Duran (2012), and Kükey (2013), and the meaning of the mathematical literacy, an item pool containing 49 statements was created. It was decided to take expert opinions to determine whether the items in the pool are appropriate or not and an expert evaluation form with three options (not appropriate, partly appropriate, and appropriate) was prepared.…”

Section: Process -Validity and Reliabilitymentioning

confidence: 99%

“…The scale that was developed by Bekdemir and Duran (2012) consists of 38 items and they are grouped under three factors. These factors are; "field content", "process", and "usage".…”

Section: A Visual Math Literacy Self-efficacy Perception Scale (Vmlsementioning

confidence: 99%

“…Visual math literacy is the evaluation of everyday problems in a visual way and the mathematical evaluation of knowledge which is based on visuals (Bekdemir & Duran, 2012). In this sense, it is thought that people who have visual math literacy are able to make predictions in spatial thinking by making interpretations, are able to visualize everyday problems, and evaluate this knowledge mathematically.…”

Section: Introductionmentioning

confidence: 99%

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

Katrancı

Şengül

2019

Pegegog

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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.

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Development of a Visual Math Literacy Self Efficacy Perception Scale (Vmlseps) for Elementary Students

Cited by 9 publications

References 5 publications

Correlation between Computer and Mathematical Literacy Levels of 6th Grade Students

Correlation between Computer and Mathematical Literacy Levels of 6th Grade Students

Development of Visual Mathematics Literacy Scale for Elementary Education Mathematics Teacher Candidates

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

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