Determining the math literacy self-efficiency levels and opinions of class teacher candidates

The aim of this study is to determine the mathematics literacy self-efficacy levels of prospective classroom teachers and to explain the results in depth. A sequential explanatory design from mixed method research was used in the research. The "Mathematics Literacy Self-Efficacy Scale" developed by Özgen and Bindak (2008) was used as a data collection tool in the study. In order to support the quantitative findings of this study, a semi-structured interview form was used to collect qualitative data. In order to collect the quantitative data of this research, 129 pre-service teachers studying in the 1st, 2nd, 3rd and 4th grades who continue their education in Mersin University Faculty of Education Department of Primary Education in the 2022-2023 academic year formed the study group. Semi-structured interviews were conducted with 9 pre-service teachers to collect the qualitative data of the study. Within the scope of this research, prospective classroom teachers' mathematical literacy self-efficacy levels are gender, grade level, type of high school graduated, academic grade averages, family income level, interest in mathematics declared by pre-service teachers, attitudes towards mathematics declared by pre-service teachers, mathematics teaching I and Mathematics teaching was examined according to the variables of whether or not to take II courses. According to the findings obtained from the study, pre-service teachers' mathematical literacy self-efficacy levels do not differ according to gender, high school type, grade level, academic grade point average and whether or not they have taken mathematics teaching I-II courses. There was a significant difference between the mathematics literacy self-efficacy of the pre-service teachers with an academic grade point average of 70-79 and those with a 90-100 academic grade point average. Significant differences were also found in the mathematics literacy self-efficacy levels of the pre-service teachers in terms of the variables of interest and attitude towards mathematics.