Araştırma Makalesi
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Matematik Öğretmenleri İnanç Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Yıl 2023, , 959 - 979, 15.09.2023
https://doi.org/10.17679/inuefd.1326747

Öz

Bu araştırmanın amacı Xie ve Cai (2021) tarafından geliştirilen Matematik Öğretmenleri İnanç Ölçeğinin Türk kültürüne ve Türkçeye uyarlanmasına yönelik geçerlik ve güvenirlik analizlerini yapmaktır. Çalışma nitel ve nicel yöntemlerin birlikte kullanıldığı karma desen olarak tasarlanmıştır. Çalışma grubu Türkiye’nin çeşitli illerinde görev yapan 431 matematik öğretmeninden oluşmaktadır. Ölçeğin orijinali 5 faktör altında 26 maddeden oluşup 4’lü likert tipi bir ölçektir. Ölçeğin dil geçerliğine yönelik olarak çeviri çalışmaları yapılmıştır. Daha sonra elde edilen veri seti ile açımlayıcı faktör analizi yapılmıştır. Analizler sonucunda ölçeğin orijinal halindeki yapının korunduğu belirlenmiştir. Doğrulayıcı faktör analizi sonucunda ise ölçek yapısının iyi ya da kabul edilebilir uyum indekslerine sahip olduğu sonucuna ulaşılmıştır. Ayrıca madde toplam korelasyon katsayıları ile %27’lik alt ve üst grup ortalamalarının karşılaştırılmasına yönelik t değerleri de ölçek yapısına ilişkin veriler sunmaktadır. Güvenirliğe ilişkin ise Cronbach alpha ve Spearman Brown iki yarı test güvenirlik katsayıları da ölçeğin güvenilir bir yapıya sahip olduğu göstermiştir. Analizler sonucunda Türkçeye uyarlaması yapılan ölçeğin geçerli ve güvenilir bir yapıya sahip olduğuna yönelik olarak yeterli kanıtlara ulaşılmıştır.

Kaynakça

  • Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers’ beliefs about mathematics and mathematics learning: Rationale and development of a constructed-response-format belief survey. School Science and Mathematics Journal, 104(2), 56-69. https://doi.org/10.1111/j.1949-8594.2004.tb17983.x
  • Aydın, M. (2010). Examining changes in mathematics teachers’ beliefs towards mathematics education. Unpublished Master’s Dissertation, Karadeniz Teknik University.
  • Barkatsas, A. T., & Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90. https://doi.org/10.1007/BF03217416
  • Breiteig, T., Grevholm, B., & Kislenko, K. (2005). Beliefs and attitudes in mathematics teaching and learning. In Nordisk konferanse i matematikkdidaktikk ved NTNU: 15/11/2004-16/11/2004 (pp. 129-138). Department of Geography, Norwegian University of Science and Technology.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York & London: Guilford Press.
  • Bryman, A., & Cramer, D. (1999). Quantitative data analysis with SPSS release 8 for Windows: A guide for social scientist. London: Routledge.
  • Büyüköztürk, Ş. (2019). Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation (25th ed.). Ankara: Pegem Academy.
  • Can, A. (2014). Quantitative data analysis with SPSS. Ankara: Pegem Academy.
  • Carpenter, T. P., & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Educational Research, 17(5), 457–470. https://doi.org/10.1016/S0883-0355(05)80005-9
  • Costello, A. B., & Osborne J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd edition). Thousand Oaks, CA: Sage Publications.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Multivariate statistics for social sciences. SPSS and LISREL applications. Ankara: Pegem Academy.
  • Delice, A., Erden, S., Yılmaz, K. & Sevimli, E. (2016). Adaptation of mathematics beliefs scale to Turkish: Validity and reliability studies. Kastamonu Education Journal, 24(2), 737-754.
  • Demirsoy, N. H. (2008). Elementary mathematics teachers? beliefs about mathematics and their practice and relationship between them. Unpublished Master’s Dissertation, Abant İzzet Baysal University.
  • Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27–48. https://doi.org/10.1007/s10857-009-9134-z
  • Dougherty, B. J. (1990). Influences of teacher cognitive/conceptual levels on problem-solving instruction. In G. Booker et al. (Eds.), Proceedings of the Fourteenth International Conference for the Psychology of Mathematics Education (pp. 119-126). Oaxtepec, Mexico: International Group for the Psychology of Mathematics Education.
  • Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249–254). New York, NY: The Flamer Press.
  • Ernest, P. (1989b). The knowledge, beliefs and attitudes of the mathematics teacher: a model. Journal of Education for Teaching, 15(1), 13-33. https://doi.org/10.1080/0260747890150102
  • Field, A. (2013). Discovering statistics using SPSS statistics (Third Edition). Sage.
  • Hacıömeroğlu, G. (2011). Turkish adaptation of beliefs about mathematical problem solving instrument. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 17, 119-132.
  • Hannula, M. S. (2010). The effect of achievement, gender and classroom context on upper secondary students’ mathematıcal beliefs. CERME 6–Working Group, 34.
  • Hatcher, L. (1996). A Step-by-step approach to using the SAS™ system for factor analysis and structural equation modeling, Technometrics, 38(3), 296-297. https://doi.org/10.1080/00401706.1996.10484524
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Karakuş, H., Akman, B., & Ergene, Ö. (2018). The Turkish adaptation study of the mathematical development beliefs scale. Pegem Journal of Education and Instruction, 8(2), 211-228. https://doi.org/10.14527/pegegog.2018.009
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York London: The Guilford Press.
  • Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School science and mathematics, 92(3), 109-115. https://doi.org/10.1111/j.1949-8594.1992.tb12154.x
  • Lasley, T. S. (1980). Pre-service teacher beliefs about teaching. Journal of Teacher Education, 31(4), 38-41. https://doi.org/10.1177/002248718003100410
  • Mason, L., & Scrivani, L. (2004). Enhancing Students’ Mathematical Beliefs: An İntervention Study. Learning and Instruction, 14, 153–176. https://doi.org/10.1016/j.learninstruc.2004.01.002
  • Menard, S. (2002). Applied logistic regression analysis. Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781412983433
  • Op’t Eynde, P., & De Corte, E. (2004). Junior high school students’ mathematics-related belief systems: Their internal structure and external relations. Paper presented in the Topic Study Group at the10th International Congress on Mathematical Education, Copenhagen, Denmark.
  • Pajares, M. F. (1992a). Preservice teachers’ beliefs: A focus for teacher education. Action in Teacher Education, 15(2), 45-54. https://doi.org/10.1080/01626620.1993.10734409
  • Pajares, M. F. (1992b). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
  • Pallant, J. (2011). SPSS Survival manual: A step by step guide to data analysis using SPSS for Windows (4th edition). McGraw Hill: Open University Press.
  • Peterson, P. L., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40. https://doi.org/10.1207/s1532690xci0601_1
  • Philippou, G., & Christou, C. (1999). Efficacy beliefs with respect to mathematics teaching. Paper presented at the Mathematical Beliefs and their Impact on Teaching and Learning of Mathematics Conference at Mathematisches Forschungsinstitut Oberwolfach, Germany.
  • Platas, L. M. (2015). The mathematical development beliefs survey: Validity and reliability of a measure of preschool teacher’ beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13(3), 295-310. https://doi.org/10.1177/1476718X14523746
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice, Journal for Research in Mathematics Education, 28(5), 550-576. https://doi.org/10.5951/jresematheduc.28.5.0550
  • Richardson, V. (2003). Pre-service teachers’ beliefs. In J. Raths, & A. C. McAninch. (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp.1-22)
  • Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics Enthusiast, 10(1), 9-34. https://doi.org/10.54870/1551-3440.1258
  • Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics learning and teaching (pp. 334–370). New York: Macmillan.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th edition). Boston, MA: Pearson.
  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127. https://doi.org/10.1007/BF00305892 Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
  • Tokgöz, B. (2006). The attitudes of preschool teachers about early methematics education and their point of view concerningto their efficacies. Unpublished Master’s Dissertation, Gazi University.
  • Xie, S., & Cai, J. (2021). Teachers’ beliefs about mathematics, learning, teaching, students, and teachers: perspectives from chinese high school in-service mathematics teachers. International Journal of Science and Mathematics Education, 19(4), 747-769. https://doi.org/10.1007/s10763-020-10074-w
  • Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. J Math Teacher Education, 11, 139-164. https://doi.org/10.1007/s10857-007-9068-2
  • Yıldız, P., & Çiftçi, S. K. (2020). Mathematics belief scale: Construct validity and reliability analyzes. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 56, 121-138.
  • Yu, H. (2009). A comparison of mathematics teachers’ beliefs between England and China. Research in Mathematics Education, 11(1), 83-84. https://doi.org/10.1080/14794800902732282
  • Zakaria, E., & Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. The Social Sciences, 5(4), 346-351. https://doi.org/10.3923/sscience.2010.346.351

The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study

Yıl 2023, , 959 - 979, 15.09.2023
https://doi.org/10.17679/inuefd.1326747

Öz

The purpose of this research is to analyze the validity and reliability of the Mathematics Teachers Belief Scale developed by Xie and Cai (2021) for its adaptation to Turkish culture and Turkish language. The study was designed as a mixed pattern. The study group consisted of 431 teachers of mathematics working in various cities of Turkey. The original scale is a 4-point Likert scale. It consists of 26 items in 5 subscales. Translation studies were carried out for the language validity of the scale. Then, exploratory factor analysis was performed with the examined data set. Analysis of the results showed that the original structure of the scale was preserved. Confirmatory factor analysis results, it was concluded that the scale structure had good or acceptable fit indexes. In addition, the t-values for the comparison of the item-total correlation coefficients and the 27% lower/upper group averages also provide data on the scale structure. Regarding reliability, Cronbach Alpha and Spearman-Brown two-half test reliability coefficients showed that the scale had a reliable structure. Result of analysis, sufficient evidence was obtained that the scale, which was adapted into Turkish, has a valid and reliable structure.

Kaynakça

  • Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers’ beliefs about mathematics and mathematics learning: Rationale and development of a constructed-response-format belief survey. School Science and Mathematics Journal, 104(2), 56-69. https://doi.org/10.1111/j.1949-8594.2004.tb17983.x
  • Aydın, M. (2010). Examining changes in mathematics teachers’ beliefs towards mathematics education. Unpublished Master’s Dissertation, Karadeniz Teknik University.
  • Barkatsas, A. T., & Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90. https://doi.org/10.1007/BF03217416
  • Breiteig, T., Grevholm, B., & Kislenko, K. (2005). Beliefs and attitudes in mathematics teaching and learning. In Nordisk konferanse i matematikkdidaktikk ved NTNU: 15/11/2004-16/11/2004 (pp. 129-138). Department of Geography, Norwegian University of Science and Technology.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York & London: Guilford Press.
  • Bryman, A., & Cramer, D. (1999). Quantitative data analysis with SPSS release 8 for Windows: A guide for social scientist. London: Routledge.
  • Büyüköztürk, Ş. (2019). Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation (25th ed.). Ankara: Pegem Academy.
  • Can, A. (2014). Quantitative data analysis with SPSS. Ankara: Pegem Academy.
  • Carpenter, T. P., & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Educational Research, 17(5), 457–470. https://doi.org/10.1016/S0883-0355(05)80005-9
  • Costello, A. B., & Osborne J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd edition). Thousand Oaks, CA: Sage Publications.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Multivariate statistics for social sciences. SPSS and LISREL applications. Ankara: Pegem Academy.
  • Delice, A., Erden, S., Yılmaz, K. & Sevimli, E. (2016). Adaptation of mathematics beliefs scale to Turkish: Validity and reliability studies. Kastamonu Education Journal, 24(2), 737-754.
  • Demirsoy, N. H. (2008). Elementary mathematics teachers? beliefs about mathematics and their practice and relationship between them. Unpublished Master’s Dissertation, Abant İzzet Baysal University.
  • Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27–48. https://doi.org/10.1007/s10857-009-9134-z
  • Dougherty, B. J. (1990). Influences of teacher cognitive/conceptual levels on problem-solving instruction. In G. Booker et al. (Eds.), Proceedings of the Fourteenth International Conference for the Psychology of Mathematics Education (pp. 119-126). Oaxtepec, Mexico: International Group for the Psychology of Mathematics Education.
  • Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249–254). New York, NY: The Flamer Press.
  • Ernest, P. (1989b). The knowledge, beliefs and attitudes of the mathematics teacher: a model. Journal of Education for Teaching, 15(1), 13-33. https://doi.org/10.1080/0260747890150102
  • Field, A. (2013). Discovering statistics using SPSS statistics (Third Edition). Sage.
  • Hacıömeroğlu, G. (2011). Turkish adaptation of beliefs about mathematical problem solving instrument. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 17, 119-132.
  • Hannula, M. S. (2010). The effect of achievement, gender and classroom context on upper secondary students’ mathematıcal beliefs. CERME 6–Working Group, 34.
  • Hatcher, L. (1996). A Step-by-step approach to using the SAS™ system for factor analysis and structural equation modeling, Technometrics, 38(3), 296-297. https://doi.org/10.1080/00401706.1996.10484524
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Karakuş, H., Akman, B., & Ergene, Ö. (2018). The Turkish adaptation study of the mathematical development beliefs scale. Pegem Journal of Education and Instruction, 8(2), 211-228. https://doi.org/10.14527/pegegog.2018.009
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York London: The Guilford Press.
  • Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School science and mathematics, 92(3), 109-115. https://doi.org/10.1111/j.1949-8594.1992.tb12154.x
  • Lasley, T. S. (1980). Pre-service teacher beliefs about teaching. Journal of Teacher Education, 31(4), 38-41. https://doi.org/10.1177/002248718003100410
  • Mason, L., & Scrivani, L. (2004). Enhancing Students’ Mathematical Beliefs: An İntervention Study. Learning and Instruction, 14, 153–176. https://doi.org/10.1016/j.learninstruc.2004.01.002
  • Menard, S. (2002). Applied logistic regression analysis. Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781412983433
  • Op’t Eynde, P., & De Corte, E. (2004). Junior high school students’ mathematics-related belief systems: Their internal structure and external relations. Paper presented in the Topic Study Group at the10th International Congress on Mathematical Education, Copenhagen, Denmark.
  • Pajares, M. F. (1992a). Preservice teachers’ beliefs: A focus for teacher education. Action in Teacher Education, 15(2), 45-54. https://doi.org/10.1080/01626620.1993.10734409
  • Pajares, M. F. (1992b). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
  • Pallant, J. (2011). SPSS Survival manual: A step by step guide to data analysis using SPSS for Windows (4th edition). McGraw Hill: Open University Press.
  • Peterson, P. L., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40. https://doi.org/10.1207/s1532690xci0601_1
  • Philippou, G., & Christou, C. (1999). Efficacy beliefs with respect to mathematics teaching. Paper presented at the Mathematical Beliefs and their Impact on Teaching and Learning of Mathematics Conference at Mathematisches Forschungsinstitut Oberwolfach, Germany.
  • Platas, L. M. (2015). The mathematical development beliefs survey: Validity and reliability of a measure of preschool teacher’ beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13(3), 295-310. https://doi.org/10.1177/1476718X14523746
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice, Journal for Research in Mathematics Education, 28(5), 550-576. https://doi.org/10.5951/jresematheduc.28.5.0550
  • Richardson, V. (2003). Pre-service teachers’ beliefs. In J. Raths, & A. C. McAninch. (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp.1-22)
  • Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics Enthusiast, 10(1), 9-34. https://doi.org/10.54870/1551-3440.1258
  • Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics learning and teaching (pp. 334–370). New York: Macmillan.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th edition). Boston, MA: Pearson.
  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127. https://doi.org/10.1007/BF00305892 Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
  • Tokgöz, B. (2006). The attitudes of preschool teachers about early methematics education and their point of view concerningto their efficacies. Unpublished Master’s Dissertation, Gazi University.
  • Xie, S., & Cai, J. (2021). Teachers’ beliefs about mathematics, learning, teaching, students, and teachers: perspectives from chinese high school in-service mathematics teachers. International Journal of Science and Mathematics Education, 19(4), 747-769. https://doi.org/10.1007/s10763-020-10074-w
  • Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. J Math Teacher Education, 11, 139-164. https://doi.org/10.1007/s10857-007-9068-2
  • Yıldız, P., & Çiftçi, S. K. (2020). Mathematics belief scale: Construct validity and reliability analyzes. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 56, 121-138.
  • Yu, H. (2009). A comparison of mathematics teachers’ beliefs between England and China. Research in Mathematics Education, 11(1), 83-84. https://doi.org/10.1080/14794800902732282
  • Zakaria, E., & Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. The Social Sciences, 5(4), 346-351. https://doi.org/10.3923/sscience.2010.346.351
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ebru Kükey 0000-0002-2130-0884

Yayımlanma Tarihi 15 Eylül 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Kükey, E. (2023). The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 959-979. https://doi.org/10.17679/inuefd.1326747
AMA Kükey E. The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study. INUEFD. Eylül 2023;24(2):959-979. doi:10.17679/inuefd.1326747
Chicago Kükey, Ebru. “The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, sy. 2 (Eylül 2023): 959-79. https://doi.org/10.17679/inuefd.1326747.
EndNote Kükey E (01 Eylül 2023) The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 2 959–979.
IEEE E. Kükey, “The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study”, INUEFD, c. 24, sy. 2, ss. 959–979, 2023, doi: 10.17679/inuefd.1326747.
ISNAD Kükey, Ebru. “The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/2 (Eylül 2023), 959-979. https://doi.org/10.17679/inuefd.1326747.
JAMA Kükey E. The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study. INUEFD. 2023;24:959–979.
MLA Kükey, Ebru. “The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 24, sy. 2, 2023, ss. 959-7, doi:10.17679/inuefd.1326747.
Vancouver Kükey E. The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study. INUEFD. 2023;24(2):959-7.

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