This study aims at revealing the perception of mathematics teachers on mathematical modeling, and their self-efficacy in modeling skills, as well as their relationship between them. The study sample consisted of (143) secondary mathematics teachers in Jordan during the 2nd semester of the academic year (2016/2017). For the purpose of the study, the researchers used two different tools; one is the teachers' perceptions of mathematical modeling, and the self-efficacy in modeling skills. The results showed that the teachers' perceptions of mathematical model was average or at a medium level, and their perceptions of mathematical modeling was low, where they considered the mathematical model as a mathematical representation, and mathematical modeling as a problem solving. Moreover, the results indicated that their self-efficacy in modeling skills level was high, where the "solving mathematical questions within the mathematical model" dimension ranked first, while the "understanding the real problem and setting up a model based on reality" dimension ranked last. Moreover, the results showed a positive significant relationship (α= 0.05) between teachers' perceptions of mathematical modeling, and their self-efficacy in modeling skills. According to these findings, the researchers recommended to adopt training programs for in-service teachers, which would enrich their knowledge and perceptions and may affect their teaching practices within the classroom, especially in the field of mathematical modeling.
Al-Yaseen, Mohammed Mansoor and Khasawneh, Amal Abdullah
"The Relationship between Mathematics Teachers' Perceptions of Mathematical Modeling and their Self-Efficacy in Modeling Skills,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 8:
23, Article 10.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol8/iss23/10