Mathematical Processing Errors and Self-Efficacy Levels in the Use of Mathematics among Pre-Service Science Teachers in Analytical Chemistry Course
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Abstract
This study aims to explore the relationship between pre-service science teachers’ mathematical operation errors in the Analytical Chemistry course and their self-efficacy in applying mathematics within chemistry contexts. A mixed-methods approach was employed, specifically utilizing a convergent parallel design. The study sample consisted of 176 teacher candidates. Two instruments developed by the researchers were used for data collection: the "Achievement Test for Using Mathematics in Analytical Chemistry" and the "Self-Efficacy Scale for the Use of Mathematics in Chemistry." Both content and correlational analyses were performed to interpret achievement, error, and scale scores. Eighteen distinct types of mathematical errors were identified in responses to the achievement test, which were classified into four categories: operational errors, procedural errors, knowledge-based errors, and comprehension errors. The achievement test results indicated that participants exhibited frequent mathematical operation errors. The self-efficacy scores indicated a moderate level of confidence in using mathematics. Correlation analysis revealed that an increase in error scores was associated with a decrease in both achievement and self-efficacy scores.
