Abstract:

The aim of this research is to determine whether mathematical teachers' mathematical literature MOY and problem-making self-quality beliefs show a significant difference according to gender, graduated faculty type, professional experience, graduation status and the school type in which they work. It has also studied whether the MOY self-capacity beliefs of the mathematics teachers are meaningful contributors to the problem-making self-capacity beliefs. The research is an imaginary study and the scanning model has been used. The study group consisted of 174 high school and high school math teachers. The research used personal information form as a data collection tool, the scale of self-qualification in mathematical literature and the scale of determining the beliefs of self-qualification of teachers in relation to problem-making. According to the findings obtained from this study, the mathematician teachers have concluded that the beliefs of MOY and problem-making self-quality do not make a significant difference according to the variables of gender, type of faculty in which they graduate, professional experience, graduate status. However, the type of school in which mathematics teachers work has a meaningful impact on the beliefs of MOY and problem-making self-capacity. When the results of the analysis are studied, it has been determined that the teachers of mathematics are a meaningful contributor to the beliefs of self-capacity of MOY, the beliefs of self-capacity of problem-making. It can be said that mathematician teachers have a high-level meaningful relationship between MOY and problem-building self-capacity beliefs.

Keywords: