The investigation of the relationship between mathematics literacy self-efficiencies and mathematics course engagement of secondary school students

The concept of mathematics literacy has discussed in the 2000s, when the rapid change, development and many researches in mathematics education were carried out, and various researches (PISA, 2003; TIMSS, 2011) were carried out on the subject. The importance of the concept of mathematical literacy stems from the individual's ability to think about mathematics, to have a positive attitude towards mathematics, to solve problems, and to realize the importance of mathematics in real life, together with gaining the basic knowledge and skills (Özgen ve Bindak, 2008). Engagement to school is a structure that include the student's attendance at school, making an effort to learn, participating in school activities, exhibiting positive behaviors, and necessary for the student to learn (Anderson, Christenson, Sinclair and Lehr, 2004). The main purpose of this research is to examine the mathematics literacy self-efficacy of secondary school students and their engagement to the mathematics lesson. As a data collection tool in the research; "Secondary School Mathematics Literacy Self-Efficacy Scale" developed by Baypınar and Tarım (2019) was used to determine the mathematics literacy self-efficacy levels of students and "Engagement to Mathematics Course Scale" developed by Rimm-Kaufman (2010) and adapted into Turkish by Akar, Birgin, Göksu, Uzun, Gümüş and Peker (2017) to determine their level of commitment to mathematics course. In addition, the "Personal Information Form" developed by the researcher was used to determine the demographic characteristics of secondary school students. The sample of the research consists of 1071 students studying in the 5th, 6th, 7th and 8th grades in the Menteşe district of Muğla province in the 2020-2021 academic year. The findings were evaluated according to the students' gender, grade level, parents' education level of the students. As a result of the research, it was determined that the students' mathematics literacy self-efficacy was at the level of "I Agree" and their engagement to the mathematics course was at the level of "I Agree". Mathematical literacy self-efficacy levels of secondary school students were in favor of female students by gender; in favor of lower classes according to class level; there is a significant difference in favor of those with higher education levels according to the educational status of their parents. The level of engagement to the mathematics course, in favor of female students according to gender; in favor of 8th grade students in social connectedness sub-dimension according to grade level, in favor of 5th grade students in other sub-dimensions and in the whole scale; there is a significant difference in favor of those with higher education levels according to the educational status of their parents. In the study, a positive, moderate, significant relationship was determined between the level of mathematical literacy self-efficacy and their engagement to the mathematics course. Keywords: mathematical literacy, engagement, mathematical engagement, secondary school students