The effect of the teaching with mathematical modeling activties related to area measuring on the mathematical literacy, modeling competencies and mathematical literacy self-efficacy of seventh grade students

In this research, it was aimed to determine the effect of selected mathematical modeling activities related to area measurement on students' mathematical literacy and mathematical modeling competencies. An explanatory sequential design, one of the mixed methods designs, was used in the research. The randomly selected study group of a public school located in Yüksekova district of Hakkâri province consists of 39 students, 19 in the experimental group and 20 in the control group, determined by convenience sampling. Mathematics literacy achievement test, mathematical modeling activities, mathematical literacy self-efficacy scale and student diaries were used as data collection tools in the study. As a result of the research, student solutions obtained from mathematical modeling activities were scored with the modeling competencies evaluation rubric. Qualitative data obtained from student diaries and students' thoughts about modeling activities were interpreted. Data obtained from the mathematics literacy self-efficacy scale and mathematics literacy achievement test were used to calculate the Shapiro-Wilk test, dependent and independent groups t-test and Cronbach's alpha coefficient through the IBM SPSS Statics 23 program. According to the results of the research, it was determined that the experimental group students, to whom mathematical modeling activities were applied on area measurement, increased their mathematical literacy achievement scores significantly more than the control group, which received conventional education in the current curriculum. In addition, the mathematical literacy achievement levels of the students in the experimental and control groups were examined according to the average scores they received from the mathematical literacy achievement test. Accordingly, the experimental group, which was at the second level in the pre-test, rose to the third level in the post-test at the end of the teaching based on modeling activities. In the control group, it was found to be at the second level in the pre-test and post-test. According to the data obtained from the scale used to examine mathematical literacy self-efficacy in the study, it was concluded that at the end of the teaching process with mathematical modeling activities, there was a significant change in students' mathematical literacy self-efficacy in favor of the experimental group. However, the post-test mean scores of the experimental and control groups were lower than the pre-test mean scores. In the research, students' area measurement knowledge and skills improved during the application process of mathematical modeling activities. In order to achieve this, it was concluded that the activities contributed to the students' mathematical modeling competencies thanks to group work, teacher guidance and reporting the solutions and presenting them in the classroom environment. Keywords: Mathematical modeling, mathematical literacy, measuring area, self-efficacy.