Turkish Prospective Middle School Mathematics Teachers' Beliefs and Perceived Self-Efficacy Beliefs Regarding the Use of Origami in Mathematics Education

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Arslan O., Işıksal Bostan M.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, vol.12, pp.1533-1548, 2016 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 12
  • Publication Date: 2016
  • Doi Number: 10.12973/eurasia.2016.1243a
  • Journal Name: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.1533-1548
  • Keywords: beliefs, origami, prospective mathematics teachers, self-efficacy beliefs, PRESERVICE MATHEMATICS, STUDENTS, INSTRUCTION, ATTITUDES, PROGRAM
  • Middle East Technical University Affiliated: Yes

Abstract

The purpose of this study was to investigate beliefs and perceived self-efficacy beliefs of Turkish prospective elementary mathematics teachers in using origami in mathematics education. Furthermore, gender differences in their beliefs and perceived self-efficacy beliefs were investigated. Data for the current study was collected via Origami in Mathematics Education Belief Scale (OMEBS) and Origami in Mathematics Education Self-Efficacy Scale (OMESS). Descriptive analysis results indicated that prospective mathematics teachers strongly believe that origami is beneficial and effective to be used in mathematics education. However, their perceived self-efficacy beliefs were at little higher than moderate level. Lastly, independent sample t-test results revealed that female teacher candidates have significantly higher beliefs and perceived self-efficacy beliefs in using origami in mathematics education when compared with male teacher candidates.