Özet:

The study aims to develop a measurement tool to determine the perceptions of self-sufficiency for the teachers' mathematical teaching (Study I) and to reveal whether the levels of self-sufficiency for the teachers' mathematical teaching differ according to a variety of variables (gender, age, learning status, professional experience and student's special needs status) (Study II). According to the validity and reliability studies conducted in the study I, the "Special Education Teachers' Equality Perception Measure to Mathematics Teachings" used as a data collection tool has found available characteristics. The research was carried out with a total of 464 graduate teachers in the special education field that are working in the Istanbul province. The research finds that the perceptions of self-sufficiency of special education teachers to mathematical teachings are sufficient; that gender, age, professional experience and the student's state of special needs do not make any significant differences, but do not make any significant differences with the state of learning. It can be said that as the teachers' educational conditions increase, the perception of self-sufficiency increases. Because teachers’ perceptions of their own teachings will shape their teachings, it can be recommended to focus on this topic especially and remove the shortcomings.

Anahtar Kelimeler: