Investigation of Middle School Students’ Self-Efficacy Perceptions of Visual Mathematics Literacy and Perceptions of Problem-Solving Skill

Özdemir, Furkan; Duran, Murat; Kaplan, Abdullah

doi:10.5578/keg.27822

Cited by 10 publications

(8 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides, it can be said that female students' visual math literacy self-efficacy perceptions are higher. This result is in parallel to the results of the studies demonstrating a difference in visual math literacy self-efficacy perceptions of students in favor of female students (Ozdemir, Duran & Kaplan, 2016;Sengul, Katrancı & Gulbagci, 2012;Tutkun, Erdogan & Ozturk, 2014). However, there are also studies concluding that the visual math literacy self-efficacy perceptions differed significantly in favor of male students (Ozgen & Bindak, 2011;Sari-Uzun, Yanik & Sezen, 2012).…”

Section: Conclusion Implications and Recommendationssupporting

confidence: 80%

“…This result is parallel to the result obtained from the study carried out by Birgin and Gulbez (2014). However, Ozdemir, Duran and Kaplan (2016) concluded in their study that students' visual math literacy self-efficacy perceptions were above the moderate level. In this regard, it can be said that middle school students' visual math literacy self-efficacy perceptions are at a moderate and high level.…”

Section: Conclusion Implications and Recommendationsmentioning

confidence: 93%

See 1 more Smart Citation

Investigation of middle school students’ visual math literacy selfefficacy perceptions

Kaba

2017

PROSOC

View full text Add to dashboard Cite

In this study, it is aimed to investigate middle school students' visual math literacy self-efficacy perceptions in terms of different variables (gender, grade levels, math achievement, etc.). For this purpose, screening model was employed in the study. The study was carried out 460 middle school students. Demographic information form and "Visual Math Literacy Self-Efficacy Perception Scale" were used as data collection tools. The middle school students' visual math literacy self-efficacy perceptions were found to be at moderate level. There were no significant differences between the students' visual math literacy selfefficacy perceptions according to gender and grade levels. On the other hand, there were significant differences between their visual math literacy self-efficacy perceptions according to math achievement and parents' educational levels. It was observed that the visual math literacy self-efficacy perceptions increased as mathematical achievement increased. It was determined that there was a significant moderate positive correlation between visual math literacy self-efficacy perceptions and math achievement. Besides, visual math literacy self-efficacy perceptions increased as parents' educational levels increased.

show abstract

Section: Conclusion Implications and Recommendationssupporting

confidence: 80%

Section: Conclusion Implications and Recommendationsmentioning

confidence: 93%

Investigation of middle school students’ visual math literacy selfefficacy perceptions

Kaba

2017

PROSOC

View full text Add to dashboard Cite

show abstract

“…In line with the findings of the present study, Paf (2019) found that middle school students' perception levels of creative problem-solving skills were high. Likewise, Özdemir, Duran, and Kaplan (2016) determined in their study that 3rd and 4th grade students' perceptions of problem-solving skills were at a relatively high level. In addition, in their study conducted through computer games, i.e., through student application, Shute, Wang, Greiff, Zhao, & Moore (2016) put forth that 7th grade students have moderate problem-solving skill.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The relationship between functional literacy and problem-solving skills: A study on 4th-grade students

Özenç¹,

Çarkıt²

2021

Participatory Educational Research

View full text Add to dashboard Cite

This study explored the relationship between 4th-grade students' functional literacy levels and their problem-solving skills and the effect level of students' functional literacy experiences on their problem-solving ability. Employing the quantitative research approach, relational survey design, one of the general survey designs, was used in the study. The study universe was 4th-grade students attending public elementary schools in the central districts of Gaziantep. The study was conducted on a sample of 744 4th grade students who were selected by a simple random sampling method. In the study, data were collected with scales related to two different variables, functional literacy and problemsolving. Necessary approvals for the study were taken before the implementation. SPSS 15.0 package program was utilized to analyze the data. Frequency and percentage were performed to determine the demographic information of participating students; arithmetic mean, standard deviation and standard error were performed to determine the functional literacy levels and perception levels of problem-solving skills; Pearson product-moment correlation coefficient to determine the relationship between functional literacy and its sub-dimensions, and perceptions of problem-solving skills; and finally, multiple regression analysis calculations were made to determine the predictive power of functional literacy and its sub-dimensions on perceptions of problemsolving skills. According to the study results, students' functional literacy levels were at a medium level and their problem-solving skills were at a partially high level. Also, there was a positive significant relationship between the students' functional literacy levels and their problem-solving skills. Furthermore, it was determined that functional literacy and its subdimensions significantly predicted students' problem-solving skills. The study results were discussed within the framework of the related literature.

show abstract

“…However, it was observed that mathematics and geometry achievements were very low in international exams such as PISA and TIMMS and in national exams such as LKS and YKS. Literature review revealed that teachers did not prioritize geometry instruction in Turkey, students' geometry achievement levels were related to the geometry achievement levels of teachers, the knowledge they acquired in undergraduate programs on the concept of visual literacy and their professional experiences was not sufficient to conduct visual literacy applications in their classes, and the geometrical thinking levels of pre-service teachers attending faculties of education were lower than expected (Chen, Dipinto, & Newman, 2017;Durmuş, Toluk-Ucar, & Olkun, 2002;Erdogan, 2006;İlhan, 2015;Özdemir, Duran, & Kaplan, 2015;Paksu, 2013;Şahin, 2008). Together with that, literature review demonstrated that the reasoning skills of the students , teachers or pre-service teachers on geometric shapes were low, they did not have sufficient knowledge on visual mathematics literacy perception, there was a significant correlation between mathematical thinking skills of the teachers and mathematics literacy performance of the students, there was a significant correlation between visual mathematics literacy perception and problem solving skills, and the teachers lacked geometry content knowledge or it was important to measure their geometry performance levels (Amsterlaw, 2004;Baki, 2001;Bekdemir & Duran, 2012;Çalışkan, 2016;Gallant, 2009;Hohenwarter & Preiner, 2007;Jadallah, 2009;Oaksford, 2005;Şahin, 2005).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Correlations Between Visual Mathematics Literacy Perceptions, Reasoning Skills on Geometric Shapes and Geometry Performances of Pre-Service Mathematics Teachers

İlhan

Aslaner

2021

Participatory Educational Research

View full text Add to dashboard Cite

In the study, the correlations between visual mathematics literacy perceptions, reasoning skills on geometrical shapes and geometrical performances of pre-service mathematics teachers were investigated. The study participants included 384 pre-service mathematics teachers, who were attending education departments in two universities located in Eastern and Southeastern Anatolia regions in Turkey. In the study, due to time and workforce limitations, convenience sampling method was preferred, and relational screening model was adopted. The study data was collected with visual mathematics literacy perception scale, reasoning skills on geometric shapes and geometry performance tests developed by the authors. Analysis of the correlation between the variables demonstrated that there was a moderate correlation between visual mathematics literacy perception and both the reasoning skills on geometrical shapes and the geometry performance, and there was a high correlation between the reasoning skills on geometric shapes and geometry performance. Primary model path analysis demonstrated that visual mathematics literacy perception had a moderate effect on reasoning skills on geometrical shapes and geometry performance. It was also determined that reasoning skills on geometric shapes had a strong effect on geometry performance. The findings of the path analysis conducted on the sub-dimensions revealed that all sub-dimensions had a moderate positive effect on reasoning skills on geometric shapes. It was also found that visual mathematics literacy perception had a moderate positive effect on visual perception, geometry knowledge, spatial intelligence and concretization sub-dimensions and geometry performance.

show abstract

Investigation of Middle School Students’ Self-Efficacy Perceptions of Visual Mathematics Literacy and Perceptions of Problem-Solving Skill

Cited by 10 publications

References 28 publications

Investigation of middle school students’ visual math literacy selfefficacy perceptions

Investigation of middle school students’ visual math literacy selfefficacy perceptions

The relationship between functional literacy and problem-solving skills: A study on 4th-grade students

Analysis of the Correlations Between Visual Mathematics Literacy Perceptions, Reasoning Skills on Geometric Shapes and Geometry Performances of Pre-Service Mathematics Teachers

Contact Info

Product

Resources

About