An investigation of mathematics teachers' beliefs about mathematics in terms of some variables

The aim of this study is to examine mathematics teachers' beliefs about the nature, teaching and learning of mathematics in terms of some variables. Determining teachers' beliefs is important as they will affect future teaching methods. Teacher beliefs are effective on teachers' practices in the teaching process, and revealing these beliefs and examining them in terms of different variables will contribute to future studies on this subject by revealing the interaction of beliefs with these variables. In this respect, in this study, statistical analysis of the data obtained was calculated with the SAS 9.4 package program. For the quantitative variables of the study determined by measurement, descriptive statistics are shown as mean and standard deviation, and for qualitative variables determined by counting, descriptive statistics are shown as numbers and percentages. Chi-square test was applied to examine the relationship between two qualitative variables. The variables used in the study were first tested for suitability to normal distribution using the Shapiro-Wilk test and the coefficient of skewness. As a result of the tests, parametric tests were used for variables that showed normal distribution, and non-parametric tests were used for variables that did not show normal distribution. Cronbach's alpha coefficient was used in the reliability analysis of scale expressions, sub-dimensions and scales overall scores. This study aims to examine the beliefs of mathematics teachers, who have an important role in establishing the mathematical foundations of students, regarding mathematics and teaching mathematics in terms of various variables. As a result of this study, it will make it easier for new studies to see whether there is a significant difference between mathematics teachers, to be able to evaluate mathematics teaching and learning, and to identify the departments that need improvement.