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Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

The aim of the research is to adapt the Teaching Mathematics in Inclusive Settings (TMIS) survey into Turkish and determine their psychometric properties over the country sample. The research was performed with 338 general education teachers who are responsible teaching mathematics to inclusive students. The scale in which linguistic equivalence and face validity were achieved was a measuring tool of 9-point grading type including 12 items and two sub fields. CFA results (x 2 /df=4.4, RMSEA=.07, SRMR=.04, GFI=.92, AGFI=.86, NFI=.98, NNFI=.96, RFI=.96, IFI=.97 and CFI=.98) indicated that the scale had an acceptable goodness of fit. It was observed that the scale achieved criterion related validity. It was determined that Cronbach's alpha internal consistency reliability and split-half reliabilities were high, item total correlations were high and the differences between %27 upper-lower groups were significant. In the light of the findings, it can be stated that TMIS survey can be used as a valid and reliable measuring tool in determining the efficacy of general education teachers in Turkey for teaching mathematics to inclusive students. Keywords:Inclusive settings, mathematics teaching efficacy, confirmatory factor analysis, validity, reliability. Kaynaştırma Uygulamalarında Matematik ÖğretimiÖlçeğinin Türkçe Uyarlama, Geçerlik ve Güvenirlik Çalışmaları ÖzAraştırmanın amacı Kaynaştırma Uygulamalarında Matematik Öğretimi (KUMÖ) Ölçeğinin Türk-çeye uyarlanması ve ülke örneklemi üzerinden psikometrik özelliklerinin belirlenmesidir. Araştır-ma kaynaştırma öğrencilerine matematik öğretiminden sorumlu 338 sınıf öğretmeni ile gerçekleşti-rilmiştir. On iki soru ve iki alt alandan oluşan dokuzlu derecelendirme tipi ölçme aracının dilsel eşdeğerliği ve görünüm geçerliği elde edilmiştir. Doğrulayıcı faktör analizi sonuçları (x 2 /sd=4.4, RMSEA=.10, SRMR=.04, GFI=.90, AGFI=.85, NFI=.98, NNFI=.97, RFI=.97, IFI=.98, CFI=.98) ölçeğin iyi düzeyde uyum iyiliğine sahip olduğunu göstermektedir. Ölçeğin ölçüt bağıntılı geçerliliği sağladı-ğı gözlenmiştir. Ölçeğin Cronbach's alfa iç tutarlık güvenirliği ve iki yarı güvenirliğinin yüksek, madde toplam korelasyonlarının yüksek ve %27 alt-üst grup ortalamaları arasındaki farkın anlamlı olduğu belirlenmiştir. Bulgular ışığında, KUMÖ ölçeğinin Türkiye'de kaynaştırma öğrencilerine * Assist. Prof. Dr., Sakarya University, Faculty of Education, bfmeral@gmail.com ** Res. Asst., Sakarya University, Faculty of Education, mithat1981@gmail.com 98 SAÜ Eğitim Bilimleri Enstitüsü matematik öğretiminde genel eğitim (sınıf) öğretmenlerinin yeterliklerinin belirlenmesinde geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği ifade edilebilir.

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The aim of this study is to adapt the Fennema-Sherman Mathematics Attitude Scales developed by Fennema and Sherman in 1976 to Turkish language and culture. Data were collected from 1123 middle-school students and 967 highschool students a in order to adapt the scale to Turkish culture. The scale was first translated from its original version in English to Turkish by three linguists, and then the translation was revised upon consultation with two domain experts and one measurement and evaluation expert. None of the scale items were discarded during these stages. The construct validity of the Turkish translation of the scale was examined using exploratory and confirmatory factor analysis and reliability analysis was conducted using Item Analysis, Cronbach's Alpha, internal consistency coefficient, and split-half correlation. Exploratory factor analysis and reliability calculations were conducted on SPSS 20.0, and the confirmatory factor analysis calculations were conducted on the Lisrel 8.7 software package. Following the validity and reliability studies, the scale is composed of nine subscales and 108 items as in the original form. As a result of the adaptation of the Fennema-Sherman Mathematics Attitude Scales, a valid and reliable scale suitable for Turkish and Turkish cultures was obtained.

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