Özet:

In the field of education where individual differences are most emphasized, ensuring that children with different traditions, habits, attitudes and expectations can take maximum benefit from the educational educational environment and providing a cultural educational environment for these children has become one of the key issues. Therefore, it has become necessary for students from different cultures to be incorporated into the teaching process, to study the concept of cultural intelligence in a multicultural educational environment, to develop the skills that teachers must have in this century to understand each other, to learn together, to work in a harmonious and productive way. This study aims to study the cultural intelligence levels of mathematics teachers and to identify whether there is a difference between gender, foreign language knowledge and cultural intelligence levels according to their educational conditions and the lower dimensions of cultural intelligence and the upper knowledge, knowledge, behavior and motivation. The work group was formed by 181 teachers from 26 provinces participating. The study used a cutting-edge scan model and the data was collected from teachers at a single time using the "Cultural Intelligence Scale". The study found that mathematician teachers have a high level of cultural intelligence and a meaningful relationship between the subdimensions of cultural intelligence (over-knowledge, cognitive, behavior and motivation). In addition, the status of gender and education does not make a significant difference over cultural intelligence points, while the status of foreign language knowledge has made a significant difference over cultural intelligence points.

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