Mathematics values perception of secondary school mathematics teachers: The case of Antalya province

In this study, mathematics and mathematics education values scale developed by Durmuş and Bıçak was applied to 335 mathematics teachers working in secondary schools in Antalya province in the 2021-2022 academic year. To support this study, semi-structured interviews were conducted with 15 mathematics teachers. Mathematical values are divided into 3 categories as general educational values, mathematics education values and mathematical values in the literature. Mathematical values are produced by mathematicians living in different social environments and cultures. In this study, mathematical values are divided into 2 main categories as Positivist and Constructivist. Traditional education while explaining positivist values; It is defined as "gaining desired behaviors". Constructivist values are defined as students' finding new information based on their knowledge and thoughts while learning a piece of information. Mixed method and enriched design from research models were used to determine what the teachers' thoughts about mathematical values were. Enriched pattern; researchers collects quantitative and qualitative data together at the same time and the results were evaluated as a whole. As a quantitative study; to measure teachers' perception of mathematics values, a 24-item scale prepared in a 5-point likert format developed by Durmuş and Bıçak (2006) was used. In the qualitative study, an 8-question interview form was applied. According to the calculated values, it was concluded that the internal reliability coefficient (Cronbach's alpha) of the scale was quite reliable in the scale and in its sub-dimensions. Independent sample t-test and one-way analysis of variance (anova) were performed regarding the difference between the scale dimensions and overall views.