Examining Mathematical Modeling Competencies of Pre-Service Middle School Mathematics Teachers by Gender: Multidimensional Item Response Theory

The aim of this study is to determine the mathematical modeling competencies of pre-service middle school mathematics teacher. In accordance with this purpose; in this study, which is designed as a causal comparison study, the mathematical modeling competencies of the pre-service middle school mathematics teacher were examined and it was determined whether these competency make a statistically significant difference according to the gender. Participants of the study consisted of 207 pre-service middle school mathematics teacher, 144 female and 63 male, determined by convenient sampling method. The results of the research show that the general mathematical modeling competencies, problem simplifying, identifying variables and interpreting/validation modelling sub-competencies of the pre-service middle school mathematics teachers have negative logit values and mathematizing and mathematical analysis modelling sub-competencies have positive logit values. It was determined that the pre-service teachers had the highest logit value of mathematical analysis sub-competency and the lowest logit value of interpretation and validation sub-competency. Moreover, there was no significant difference between the general modeling competence and the other modeling sub-competency scores of pre-service teachers according to gender