Developing Mathematical Modeling Self-Efficacy and Digital Literacy through Mathematical Literacy Activities in 6th-Grade Students

The purpose of this study is to examine the effect of mathematical literacy activities on the development of 6th-grade middle school students’ mathematical modeling self-efficacy and digital literacy skills. The research design was determined as a pretest-posttest control group quasi-experimental design from quantitative research methods. The participants of the study were 51 6th-grade middle school students. The data collection tools of the study consisted of a mathematical modeling self-efficacy scale and a digital literacy scale. The intervention part of the experimental study was carried out with mathematical literacy activities. Independent samples t-test and paired samples t-test were used in the analysis of the data. According to the findings, after the implementation of the mathematical literacy activities, the post-test of mathematical modeling self-efficacy administered to the experimental group revealed that the students’ mathematical modeling self-efficacy and digital literacy skills were at a high level and that there was a statistically significant difference between the pre-test and post-test scores. Based on the results obtained, it can be said that mathematics literacy activities have a significant effect on the mathematical modeling self-efficacy and digital literacy of 6th grade middle school students.