چکیده (انگلیسی):

The aim of this study was to examine the self-efficacy beliefs about mathematical literacy among
teachers of primary school mathematics and the relationsh ip between the self-efficacy beliefs and
attitudes towards mathematics. To that end, a descriptive research study was conducted with 550
prospective teachers studying primary school mathematics and teaching at three Turkish
universities in three different cities. We obtained data through use of the Mathematical Literacy
Self-efficacy Scale and a Scale Measuring Attitude towards Mathematics. The self-efficacy beliefs
of prospective teachers about mathematical literacy were compared according to their gender, the
grade level(s) they were being trained to teach, and the university they attended. Additionally, the
relationship between the self-efficacy beliefs of the prospective teachers about mathematical
literacy and their attitudes towards mathematics were examined. We also examined whether
attitude is a predictor of self-efficacy beliefs. Based on the research findings, we determined that
the self-efficacy beliefs of prospective teachers about mathematical literacy were high and these
beliefs did not change according to gender, the grade level(s) they were being trained to teach, or
the university they attended. Further, the results of the study revealed a significantly low
relationship between the self-efficacy beliefs and attitudes of prospective teachers towards
mathematics. The findings of this study indicate that prospective teachers’ attitudes towards
mathematics are an important predictor of self-efficacy beliefs about mathematical literacy.