Matematik günlük yaşamın bir parçasıdır ve çocuklar küçük yaşlardan itibaren matematiksel düşünceler geliştirdikleri deneyimlere sahip olabilmektedirler. Okul Öncesi dönem ve bu dönemde alınan eğitimin matematik öğrenme sürecinde etkili olduğu söylenebilir. Okul Öncesi öğretmenlerin matematik öğretimi ve öğrenme üzerindeki inançlarının kaliteli bir matematik öğretme ve öğrenme sürecindeki etkisi göz ardı edilmemelidir. Öğretmenlerin öğretim pratikleri matematik öğretimi üzerindeki inançlarını oluşturmaktadır (Cohen ve Ball, 1990). Öğretmen adaylarına ve öğretmenlere istenen inançlar kazandırılmaya çalışılmalı ve onların kendi öğrencilerinin de matematiğin doğası ve öğretimi ile ilgili istenen inançlara sahip olmaları sağlanarak matematik eğitiminde hedeflenen amaçlara ulaşılmasına olumlu katkıda bulunulmalıdır. Bu çalışmada Okul Öncesi ve sınıf öğretmenlerinin Matematik öğretimi ve öğrenimi üzerindeki inançlarını incelemek amaçlanmıştır. Araştırmanın verileri Güven, Karataş, Öztürk, Arslan ve Gürsoy tarafından (2013) geliştirilen 'Matematik Öğretimi, Öğrenimi ve İnançları Ölçeği' ile toplanmıştır. Katılımcılar uygun örnekleme yolu ile seçilmiş ve ölçek Kütahya il merkezinde görev yapan Okul Öncesi ve birinci sınıf okutan toplam 233 öğretmene uygulanmıştır. Verilerin analizi sonrasında cinsiyet değişkeni ele alındığında ölçeğin müfredat boyutunda bayan öğretmenler lehine anlamlı fark olduğu görülmüştür. Branş değişkeni ele alındığında ise matematiğin doğası boyutunda okul öncesi öğretmenleri lehine, müfredat boyutunda ise sınıf öğretmenleri lehine anlamlı fark olduğu tespit edilmiştir. Ayrıca mesleki tecrübenin müfredat alt boyutunda anlamlı farka neden olduğu belirlenmiştir

Mathematic is a part of daily life. Children has started to have several experiences which need mathematical thinking. Preschool term and education which is given in this term have influence mathematic learning. Thus preschool and primary school teachers’ beliefs about mathematic teaching and learning is crucial, because teaching experiences of them have been influenced by their beliefs (Cohen and Ball, 1990). Both preservice teachers and teachers’ should be informed about their beliefs about the nature of mathematics and teaching of mathematics affected their teaching and their students' also are affected these beliefs. Therefore teachers and teacher candidates should try to gain desired beliefs about mathematics. The purpose of this research is to investigate preschool and primary school teachers’ beliefs about mathematic teaching and learning. The data was collected by using “Mathematics, Education, Learning and Beliefs Scale”. The authors use convenience sampling method to choose participants. The sample consisted of 233 preschool and primary school teachers in Kütahya. According to the results, there is a significant difference between male and female teachers on curriculum subscale. Also there is a significant difference between preschool and primary school teachers on the nature of mathematics and curriculum subscale. In addition, it is interpreted from the result that teaching experience causes significant difference on curriculum subscale. purpose of this research is to investigate preschool and primary school teachers’ beliefs about mathematic teaching and learning For this purpose, the study focuses on the following research questions: 1. To what extend are preschool and primary school teachers’ beliefs about mathematic teaching and learning? 2. Are there any significant differences in preschool and primary school teachers’ beliefs about mathematic teaching and learning by considering gender of participants? 3. Are there any significant differences in preschool and primary school teachers’ beliefs about mathematic teaching and learning by considering professional experience? 4. Are there any significant differences in preschool and primary school teachers’ beliefs about mathematic teaching and learning by considering their department that they graduated? The authors applied quantitative survey method to the study in order to determine preschool and primary school teachers’ beliefs about mathematics teaching and learning. Survey method is generally used in scientific research methods to understand the universe's unique features (Karas, 2008; Özdemir, 2014). The data was collected by using “Mathematics, Education, Learning and Beliefs Scale”. The authors use convenience sampling method to choose participants. The sample consisted of 233 preschool and primary school teachers in Kütahya. According to the results, there is a significant difference between male and female teachers on curriculum subscale. Also there is a significant difference between preschool and primary school teachers on the nature of mathematics and curriculum subscale. In addition, it is interpreted from the result that teaching experience causes significant difference on curriculum subscale. These results indicated that both preschool and primary school teachers’ beliefs about mathematic teaching and learning are effected by several different variables such as their pedagogical content knowledge, their experience and gender. Indeed, female teachers believed mathematic curriculum’s effects on problem solving and social environment. It is also concluded from the study that preschool teachers have more positive beliefs that primary school teachers on the nature of mathematics and curriculum. On the other hand, primary school teachers have more positive beliefs about teacher competences than preschool teachers. Changing teachers’ beliefs is difficult but not impossible. Removing obstacles in mathematic teaching and supporting teachers to have positive attitudes toward teaching are some required steps to change teachers’ negative beliefs about mathematic teaching. In addition, the authors found that beliefs about mathematic teaching and learning is affected by teaching experience. The research concluded that teachers have positive beliefs about mathematic teaching and learning