Investigation of beliefs and self-efficacy of mathematics teachers' about using origami in mathematics education according to some variables

This study was carried out in order to determine whether the beliefs and perveived self-efficacy beliefs of mathematics teachers in using origami in mathematics education differ according to some variables. It was conducted with 521 mathematics teachers working throughout Turkey. Correlational survey model was used in the study. Origami in Mathematics Education Belief Scale (OMEBS) and Origami in Mathematics Education Self-Efficacy Scale (OMESS) were used in order to collect data. In order to investigate the differences in OMEBS and OMESS's scores of the participants with respect to gender, teaching experience, undergraduate program, origami experience separate Multivariate Analysis of Variance (MANOVA) were run. MANOVA tests results indicated that mathematics teachers' beliefs and perceived self-efficacy beliefs in using origami in mathematics education were affected by gender, undergraduate program and origami experience but not by teaching experience. Moreover, according to the responses of mathematics teachers given to items of OMEBS, it can be concluded that they believed that origami is an effective teaching tool in mathematics lessons. On the other hand, according to the responses given to items of OMESS, it was determined that their perceived self-efficacy beliefs in using origami in mathematics education were at a low level.