Abstract:

The purpose of this study is to determine prospective elementary mathematics teachers’ beliefs towards using origami in mathematics education and Van Hiele Geometric Thinking Levels and to investigate the relationship between their beliefs and levels. In addition, this study aims at investigating the effects of elective course named as Mathematics with Origami on the relationship between prospective teachers’ beliefs and levels. This study was conducted as one group pretest-posttest experimental design in 2015-2016 academic year spring semester at Sakarya University Faculty of Education. The participants were 64 prospective elementary mathematics teachers who still study in elementary mathematics education program and took Mathematics with Origami course in that time. Data were collected through Van Hiele Geometric Thinking Test and Origami in Mathematics Education Belief Scale and analyzed by using SPSS 20.0 program. As descriptive statistics, means, standard deviations, frequencies and percentages were computed. As inferential statistics, one way ANOVA and paired samples t-test were conducted. Results showed that there was an increase in prospective elementary mathematics teachers’ Van Hiele Geometric Thinking Levels and beliefs towards benefits of using origami in mathematics education. On the other hand, there was a decrease in prospective elementary mathematics teachers’ beliefs towards limitations of using origami in mathematics education. When the relationship between prospective elementary mathematics teachers’ Van Hiele Geometric Thinking Levels and geometry achievements is taken into consideration, it can be concluded that Mathematics with Origami course can be become widespread for mathematics education and teacher education.

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