Turkish Prospective Middle School Mathematics Teachers’ Beliefs and Perceived Self-Efficacy Beliefs Regarding the Use of Origami in Mathematics Education
 
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Middle East Technical University
CORRESPONDING AUTHOR
Okan Arslan   

Middle East Technical University, Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Kat 1, Oda: Ef 37, 06800 Ankara, Turkey
Publish date: 2016-07-02
 
EURASIA J. Math., Sci Tech. Ed 2016;12(6):1533–1548
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ABSTRACT
Background:
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 and gender differences in their beliefs and perceived self-efficacy beliefs.

Materials and methods:
Data for the current study was collected via Origami in Mathematics Education Belief Scale (OMEBS) and Origami in Mathematics Education Self-Efficacy Scale (OMESS).

Results:
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 are 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.

Conclusions:
Prospective mathematics teachers' positive beliefs regarding the use of origami in mathematics education were not supported with their perceived self-efficacy belief levels. Therefore, it is possible to claim that prospective mathematics teachers need further support to successfully implement origami-based mathematics lessons.

eISSN:1305-8223
ISSN:1305-8215