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


Creative Commons License

Arslan O., Işıksal Bostan M.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, cilt.12, ss.1533-1548, 2016 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12
  • Basım Tarihi: 2016
  • Doi Numarası: 10.12973/eurasia.2016.1243a
  • Dergi Adı: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Sayfa Sayıları: ss.1533-1548

Özet

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.