Özet:

The aim of this research is to examine secondary school pre-service mathematics teachers’ self-efficacies towards proving according to various variables. For this purpose, it was investigated whether the secondary school mathematics teacher candidates' self-efficacy for proof differs according to the variables of gender, grade level, grade point average and the number of courses with proof content completed. In this quantitative study, a causal comparative research design was used. The universe of the study consists of all pre-service teachers studying in the Education Faculty Primary Education Mathematics Teaching undergraduate program of a state university located in the Central Anatolian region, and the sample consists of 183 pre-service teachers who voluntarily filled the data collection tool of the research. The Self-Efficacy Scale for Proving, developed by Uygan and Yenilmez (2023), was used as a data collection tool in the study. In the analysis of the collected data, descriptive analysis, independent samples t-test and one-way analysis of variance were used. According to the results of the research; secondary school pre-service mathematics teachers' self-efficacy towards proving is at a moderate level, and there is no difference between male and female teacher candidates in terms of these self-efficacy. In terms of grade level, the self-efficacy of the 4th grade pre-service teachers to prove is higher than the other teacher candidates, while the self-efficacy of the pre-service teachers with high and medium achievement in terms of GPA is higher than the pre-service teachers with low achievement. There is no difference between pre-service teachers who have completed almost all of the proof-containing courses and those who have completed some of them in terms of self-efficacy for proving.

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