Abstract
The purpose of this study is to determine the primary preservice mathematics teachers’ mathematics teaching efficacy perception with regard to the math literacy, and their belief in math teaching. It also aims to explore variables that contribute to these beliefs including gender, grade level, the type of high school where they were graduated, and to investigate the links amongst them. The study group of this research consisted of 278 preservice teachers who were in their second, third, or fourth year at the Faculty of Education, Primary School Mathematics Teaching at a university located in the West side of Turkey, during 2014-2015 academic year. “Mathematics Literacy Self-Efficacy Belief Instrument” and “The Mathematics Teaching Efficacy Belief Instrument” were used in this study to collect data. The findings showed that there was a small but significant relation between the preservice teachers’ mathematics literacy self-efficacy sense and mathematics teaching efficacy belief. Also it was found out that the preservice teachers’ mathematics literacy self-efficacy belief differentiates significantly depending on the their grade level.
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