Abstract
<p style="text-align:justify">Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.</p>
Highlights
The results of previous studies showed that 40% of students who took the numeracy test were unsure of the correct answer and 20% assumed the answer was wrong (Forgasz et al, 2017), there is lack of confidence in providing their numeracy experience (Campbell et al, 2020), and there is a need for self-efficacy in teaching mathematics (Bjerke & Solomon, 2020)
This study aims to obtain a numerical thinking profile for Mathematics preservice teachers based on the self-efficacy category
Self-efficacy has an impact on the process of numerical thinking
Summary
Numeracy is needed by every individual in solving various problems related to everyday life. The numeracy needs of each individual differ depending on living conditions and the social context they face (Angermeier & Ansen, 2020). To be able to have good numeracy requires knowledge of mathematics and its application in the context of life (Tout, 2020). The use of mathematics in real life requires the ability to recognize, interpret, determine patterns and relationships, and use mathematical tools to help solve problems (Gravemeijer et al, 2017). A person who has a good numeracy knows and uses efficient methods, but is able to evaluate, analyze situations, and draw conclusions (Goos et al, 2014). Adults with higher numeracy tend to have higher problem-solving rates (Xiao et al, 2019)
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