The
present study aims to find out preservice elementary mathematics teachers’
beliefs about mathematics teaching selfefficacy and mathematics, teaching and
learning and to investigate their beliefs in terms of gender and years of study. The study was carried out based on quantitative
research methods. In this regard, relational survey model was employed in the
study. The study group consists of 198 preservice mathematics teachers
studying at 2nd, 3rd and 4th grades of Primary Mathematics Teacher Education
Program at a public university in the 20172018 academic year as well as the
preservice teachers graduated in the previous year from the same program. For data collection, “The
Mathematics Teaching SelfEfficacy Scale (MTSES)” developed by Enochs, Smith
and Huinker (2000), adapted to Turkish by Hacıömeroğlu and ŞahinTaşkın (2010)
and the “Mathematics Related Beliefs Scale (MRBS)” developed by Kayan, Haser
and IşıksalBostan (2013) were used. As a result of the research, it was found that
the teacher candidates differ in their beliefs about mathematics teaching
proficiency beliefs and nature of mathematics, mathematics teaching and mathematics
learning about grade level variable but not by gender variable.
Primary Language  English 

Journal Section  Makaleler 
Authors 

Publication Date  December 15, 2018 
Published in Issue  Year 2018 Volume: 3 Issue: 2 