Turkish prospective middle school mathematics teachers' beliefs and perceived Self-Efficacy beliefs regarding the use of origami in mathematics education

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.