Analyzing the relationship among self-efficacy skills on mathematical literacy, self-assessment on fostering mathematical creativity and academic achievements of mathematics teacher candidates of primary education

As a result of measuring the concepts of mathematical creativity and mathematical literacy in mathematics education with the necessary exams, such as PISA and TIMSS, etc., it has been concluded that the success of our country is below the world average. In this direction, it was deemed necessary to examine the self-efficacy skills of pre-service mathematics teachers, who are are included in this education program and responsible for developing the concepts of mathematical creativity and mathematical literacy in their students in terms of literature. Is there a significant relationship among the self-efficacy skills of pre-service primary mathematics teachers' mathematical literacy, their self-evaluation of encouraging mathematical creativity, and their academic achievement in this research. The quantitative research method was adopted in the study and," Self-Evaluation Scale of the teacher who fosters Mathematical Creativity" and "Self-Efficacy Skills Scale of Mathematical Literacy" were applied to 202 pre-service mathematics teachers studying at Akdeniz University. It became apparent in line with the results that the self-efficacy skills of the mathematical literacy is affected by the gender factor, however the ability to encourage mathematical creativity is not related to the gender factor. While there is no difference for literacy skills in line with grade levels, there is a difference for the ability to encourage mathematical creativity. It became evident that the results obtained in the sub-dimensions of the teacher self-evaluation scale that encourages mathematical creativity and the results of the mathematical literacy self-efficacy scale are positively related.