The Relationship Between Teacher Candidates’ Competence in Designing Model-Elicting Activity, Problem-Solving and Problem-Posing Beliefs

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Baran Bulut D.

E-International Journal of Educational Research, vol.14, no.4, pp.108-129, 2023 (Peer-Reviewed Journal)


This study aimed to determine the change and the relationship between elementary school mathematics teacher candidates' competence to design model-eliciting activities, problem-solving and problem-posing beliefs according to gender and overall academic grade point average (GPA). Modeling activities designed by 64 elementary school mathematics teacher candidates in Turkey were evaluated by means of a grading key created in the context of "compliance with MEA design principles". In addition, a scale consisting of 24 items was applied to determine the beliefs of the teacher candidates towards problem-solving, and a 26-item scale was applied to determine their selfefficacy beliefs towards problem-posing, and the responses were analyzed by quantitative methods (one-way multiple variance analysis, correlation analysis, multiple regression test). The findings reveal that elementary school mathematics teacher candidates' proficiency in designing model-eliciting activities is generally at a high level, while their belief in problem-solving and self-efficacy beliefs in problem posing is generally at a moderate level. It was determined that the linear combinations of teacher candidates' proficiency in designing model-eliciting activities, beliefs in problem-solving, and self-efficacy beliefs in problem-posing did not show a significant difference. However, it was determined that there was a positive and moderately significant relationship between teacher candidates' beliefs towards problem solving and self-efficacy beliefs towards problem posing. Teacher candidates had a high level of competence in designing MEA, it was determined that this situation was not related to their problem-solving and problem-posing beliefs. However, since the mathematical modeling process is basically considered as a problem-solving process, it was expected that these beliefs mathematics teacher candidates would be related to MEA design competence. In order to examine this situation in more detail and to reveal the underlying reasons, it is recommended to conduct qualitative research with teacher candidates