Özet:

The teachers' beliefs will influence the teachers' practices in the teaching process, and the study of these beliefs by the discovery of different variables will contribute to the discovery of the interaction of beliefs with these variables. In this regard, the study is aimed at studying the class teachers' beliefs of mathematics and teaching, which have an important role in the formation of the mathematical foundations of students, in terms of various variables. The group of participants in this scan study consists of 510 class teachers. The study data has been obtained through the scales of Mathematical-focused Epistemological Faith, Mathematical-focused Pedagogical Faith, Teaching Skills Faith and Teaching Knowledge Importance Faith. According to the research results, teachers have found high beliefs that mathematics is related to everyday life, that mathematics should be taught by a structuring approach, that teaching skills are later gained, and that class management knowledge is important in teaching. Furthermore, the relationship of mathematics to everyday life, the successive acquisition of teaching skills, the belief that children's development and student knowledge and class management knowledge are important depending on gender; the belief that the accuracy of mathematical knowledge differs depending on whether they receive graduate education or not. Finally, with the advanced variable of teachers, the daily life relationship of mathematics, the certainty of mathematical knowledge, the statistically meaningful relationships between the beliefs that the teaching ability is born, later gained or both born and later gained.

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