Abstract

This study aimed to examine the relationship of mathematics literacy self-efficacy perceptions of preschool teachers with geometric shape recognition and number skills of children using structural equation modelling. The descriptive study adopted a relational screening model. The study sample comprised 9 teachers and 103 children selected by maximum variation sampling in the Afyon province. The Self-Efficacy Scale for Mathematics Literacy developed by Özgen and Bindak (2008), the Geometric Shape Recognition Test developed by Aslan (2004) and the K-SEALS used by Uyanık and Kandır (2014) for validity and reliability studies were employed in the study. The relationships between the study variables were examined with structural equation modelling. The study results showed that teachers’ level of mathematical literacy self-efficacy was an important predictor of children’s recognition of geometric shapes and their numerical skills.

This work is licensed under a Creative Commons Attribution 4.0 License.