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Bu çalışmanın amacı; ilköğretim öğrencilerinin görsel matematik okuryazarlığı hakkındaki öz-yeterlilik algılarını ölçebilen geçerli, güvenilir, uygulaması ve değerlendirmesi kolay bir ölçek geliştirmektir. Bu amaçla konu ile ilgili kaynaklardan, öğrenci ve uzman görüşlerinden faydalanılarak 5'li Likert tipinde 58 maddelik taslak ölçek hazırlanmıştır. Bu taslak ölçek, 2009-2010 Eğitim-Öğretim yılının ikinci döneminde Doğu Anadolu bölgesinin iki, Karadeniz bölgesinin de bir ilindeki tesadüfi olarak seçilmiş ilköğretim okullarından toplam 428 öğrenciye uygulanmıştır. Elde edilen verilerin analizleri sonucunda 5 li Likert tipinde 38 maddelik ve GMOYÖYAÖ olarak adlandırılan nihai ölçek elde edilmiştir. Yine bu nihai ölçekteki 38 maddenin üç faktör altında toplandığı ve bu faktörlerin açıkladığı toplam varyans oranının %41.81 olduğu bulunmuştur. Ayrıca GMOYÖYAÖ'nün Cronbach-Alfa iç tutarlık katsayısı 0.943 olarak hesaplanmıştır. Sonuç olarak GMOYÖYAÖ'nün ilköğretim öğrencilerinin görsel matematik okuryazarlığı hakkındaki öz yeterlik algılarını tespit edebilecek geçerliği-güvenirliği sağlanmış bir ölçek olduğu söylenebilir.
There are several descriptions of literacy including, "the abilityto read written texts by using alphabet" (Reinking, 1994); "students' awareness of quantitative, logical, and mathematical operations in addition to the activities related to read-write" (NRC, 1989); and "individual's ability to find, evaluate, anduse the necessary written resources with the aim of improving his knowledge as well as potential to participate to the society effectively" (Akyüz & Pala, 2010). With reference to these different descriptions it is seen that literacy can differ accordingto tools used and acquired knowledge; what is more, there will be the need to describe more different literacy descriptions in parallel with the developments in daily life, science, and technology (Sanalan, Sülün & Çoban, 2007). For example, there are different types of literacy such as computer literacy, art literacy, media literacy (Altun, 2003), visual literacy (Anderson, 2002), and math literacy (Ersoy, 2003). In fact in information societies it becomes a mandatory feature to define new literacy types like artistic math or visual math literacy, which were emerged through the intersection of these different types of literacy. On the other hand, it is of vital importance to remember that other literacy types like visual and math literacy are not alternatives of the general literacy, but parts or supportive elements of it (Chauvin, 2003; Reinking, McKenna, Labbo & Kieffer, 1998; Sims, O'Leary, Cook & Butland, 2002). In addition, Visual Literacy (VL), which is defined as the ability to read and evaluate information presented in the forms of table, picture, and graphic; and the skill to create new visual images (Debes, 1968; Heinich, Molenda, Russell & Smaldino, 1996; Hortin, 1980; Wileman, 1993); is in close relation with other types of literacy in terms of being a supporter or a part of them (Kellner, 1998). This relationship is even closer to Math Literacy (ML) due to its opportunities for individuals such as supporting them to better understand abstract thoughts by presenting these thoughts in a living andfamiliar way and bringing the experience to process the same thought in different ways (Feinstein& Hagerty, 1994; İpek, 2003). This close relationship reveals a new concept of literacy, "Visual Math Literacy (VML)". VML can be described as, "the proficiency to perceive, signify, interpret, evaluate, and use the problems encountered in daily life within visual or spatial frameworks; and, to perceive, signify, interpret, evaluate, and use visual or spatial information in mathematical terms". In Turkey thereis no scientific research about VML, which is described as mentioned above, conducted at the elementary school level; hence, this study is very important for being the first to cover VML and integrate types of literacy. The purpose of this study is to develop a valid, reliable, easy to apply and easy to evaluate scale that can measure the self-efficacy of elementary students concerning their visual math literacy.
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