The Relationship between Mathematics Teachers' Perceptions of Mathematical Modeling and their Self-Efficacy in Modeling Skills

Abstract

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 2^nd 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.