Primary Pre-service Teachers’ Mathematical Language Usage in Mathematics Instruction and Mathematical Literacy Self-efficacy Perceptions*

Abstract

Educating individuals with mathematical literacy and using mathematics language is considered important in the updated Mathematics instruction program. Because without knowing the language of mathematics, mathematical numbers and symbols can not be interpreted correctly. To be able to use a language, it is very important to be literate on that level. Considering this importance, the main purpose of this research is to determine the primary pre-service teachers' usage level of mathematical language and mathematical literacy self-efficacy perceptions in mathematic instruction. The research was designed as a descriptive study in the survey model. The participants of the research constitute a total of 270 pre-service teachers who are studying at the 1st, 2nd, 3rd and 4th grade of the Department of Primary Education programme at the Faculty of Education of a state university. "The Language In Mathematics Teaching Scale" and the "Mathematics Literacy Self-Efficacy Scale" were used for data collection within the scope of the research. Data was analyzed with SPSS-Windows 18 package programme and Mann Whitney U-test, Kruskal Wallis Htest, t-test, one way analysis of variance and correlation analysis were used toinvestigate sub-problems. It has been determined that preservice teachers mathematics language usage differ significantly in favour of female pre-service teachers in terms of gender and in favour of lower classes in terms of class level. For the mathematics literacy self-efficacy perception, it was determined that significant difference in terms of gender in favour of male preservice teachers and in terms of class level in favour of upper classes. It was concluded that there was a low correlation between language use in mathematics instruction and mathematics literacy selfefficacy perception in the study. Proposals have been made in the direction of the findings obtained from the research, about the use of mathematical language and the mathematics literacy self-efficacy perception

Teaching Mathematics to Students with Hearing Loss Using Instructional Materials

“…This situation stems from teachers not having materials suitable for both the instructional content and student profile (Aksu, 1990). The concrete and attention-grabbing nature of the material does not necessarily imply a better conveyance of the relationship between the object and the concept (Baroody, 1989;Clements, 1999;Özdemir, 2008). The crucial aspect lies in the similarity and alignment between the structure and features of the material and the mathematical concept it represents (Hiebert & Carpenter, 1992).…”

“…However, students cannot learn solely by using materials (Ball, 1992). Teachers need to possess skills in selecting appropriate materials, effectively utilizing the chosen materials, guiding students by establishing connections between concrete and abstract representations, and developing effective materials to ensure the successful implementation of mathematics education (Brown, McNeil, & Glenberg, 2009;Özdemir, 2008).…”