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).
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.
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.
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