English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this study, it was aimed to investigate the beliefs of mathematics teachers about mathematics instruction and their teaching self-efficacy within the scope of flow theory. Participants consists of a total of 228 mathematics teachers engaged in teaching at secondary and high school levels in Turkey; they were determined using the combinations of convenience and purposive sampling. Data from the participants were obtained using The WOrk-reLated Flow inventory (WOLF), The Ohio State Teacher Efficacy Scale (OSTES) and Mathematics Related Belief Scale (MRBS). Results revealed significant positive correlations among Constructivist Beliefs of WOLF, OSTES and MRBS. Furthermore, it was found that mathematics teachers graduated from the Education Faculty had higher MRBS Constructivist Beliefs that the ones graduated from Faculty of Arts and Sciences.

Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory