RELATIONSHIPS AMONG PRE-SERVICE MATHEMATICS TEACHERS’ SELF-EFFICACY TOWARDS MATHEMATICAL MODELING, EPISTEMOLOGICAL BELIEFS, AND METACOGNITIVE AWARENESS

Date

2023-9-01

Author

Büşra, Çalışkan

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In recent years, there has been a strong emphasis and, thus, increased research on the role of mathematical modeling in mathematics education. This study uses the path analysis methodology to examine the relationship between pre-service mathematics teachers' mathematical modeling self-efficacy beliefs, epistemological beliefs, and metacognitive awareness. The sample of this research is 313 pre-service mathematics teachers from 14 universities from 11 different cities in Turkey. Data from 245 participants were used in the path analysis. A model was developed to examine the inter-relationships among the mathematical modeling self-efficacy beliefs, epistemological beliefs, and metacognitive awareness analyzed with the path analysis method. Results revealed that innate ability dimension from epistemological beliefs weakly, knowledge of cognition dimension from metacognitive awareness moderately predict mathematical modeling self-efficacy beliefs. As a result of this path analysis, these variables can explain 22% of the variance of mathematical modeling self-efficacy belief values. In addition, the regulation of cognition weakly predicts innate ability and moderately predicts simple knowledge dimensions. Furthermore, regulation of cognition and simple knowledge cannot directly predict the mathematical modeling of self-efficacy beliefs. In addition, it was observed that pre-service mathematics teachers had high mathematical modeling self-efficacy beliefs. At the same time, they have sophisticated epistemological beliefs in the sub-dimensions of innate ability, simple knowledge, certain knowledge, and quick learning. In addition, the participants have high metacognitive awareness in the sub-dimensions of knowledge of cognition and regulation of cognition.

Subject Keywords

Mathematical Modeling, Self-efficacy Beliefs, Epistemological Beliefs, Metacognitive Awareness

URI

https://hdl.handle.net/11511/105407

Collections

Graduate School of Natural and Applied Sciences, Thesis