Abstract:

The current study examined visual mathematics literacy perceptions and sub-dimensions of mathematical teachers candidates according to gender and grade variables. The participants of the study were 384 mathematics teacher Candidates (252 females, 132 males), studying at the faculties of education in two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. While determining the sample in the study, these two universities were selected and the appropriate sampling method was chosen. The relational survey model was used. The data of the study were collected by visual mathematics literacy perception scale developed by Ilhan (2015). The data were analyzed with descriptive statistics, t-test, ANOVA test and the results were interpreted with the help of Cohen's f and Cohen's d effect you values. When the research data were compared according to the gender variable, it was found that males had a higher mean than females. When the visual mathematics literacy perception scores were examined, it was seen that the third-year students had the highest average. When the scale scores of mathematics teacher candidates were analyzed according to gender variable, no significant difference was found between visual mathematics literacy perception and sub-dimensions scores. However, the ANOVA results showed that the difference between classes was significant for visual mathematics literacy perception. The calculated Cohen's f effect to you values showed that the differences between classes were moderate and low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen's d effect you values of these differences are examined, it is seen that there are significant, high, moderate or low effects between the classes. When the correlation values between the variables were examined, a high-level relationship was found between visual mathematics literacy perception and its sub-dimensions.

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