Word of Origami was derived from Japanese words “oru” which means folding and “kami” which means paper (Beech, 2009). Origami is generally known as the art of paper folding. This art can be used in education (Boakes, 2008; Sze, 2005; Tuğrul & Kavici, 2002) and its potential in education is being recognized much more in recent years. Tuğrul and Kavici (2002) emphasized the benefits of origami when it is used in education since it has all three components of learning activity which are visual activity, verbal activity, and kinesthetic activity. In addition to possible benefits of Origami in education, it can also be used as a beneficial instruction tool in mathematics (Bokaes, 2008). If teacher can make the connections with mathematics, Origami can be beneficial but otherwise it would be just an amusing activity for students (Georgeson, 2011).Turkish Ministry of National Education (2009) defines Origami as a tool which has educational and developmental benefits for elementary school students. Furthermore, there are lesson activities in the programme in which Origami and paper folding activities are used to improve students’ problem solving skills and geometrical understanding. Possible benefits of Origami on students’ learning have also affected the curriculum of some universities and they have begun to give elective Origami method courses for preservice elementary mathematics teachers. In the Origami related literature, studies mostly focus on cognitive issues rather than the affective issues. However, affective issues have always had an important place in mathematics education (McLeod, 1994) since teachers' ways of thinking and understandings shape their behavior in classroom (Nespor, 1987). Pajares (1992) stated that, researchers should focus on teachers' and teacher candidates' beliefs to have educational outcomes which cannot get from research agendas. In the field of mathematics education, preservice teachers’ beliefs related to mathematics have been shaped since their early childhood. Their beliefs are so important since if they have opportunity to see and understand the mathematical reasoning of students, they can change their beliefs and instruction methods in mathematics lessons (Philipp, 2007). Furthermore, Pajares (1992) stated that, beliefs of preservice teachers affect their teaching behavior and so, research on this issue would be beneficial.

Although Origami had a place in mathematics education, in the literature of Origami, no scale on beliefs about Origami was developed since the studies mostly focus on cognitive issues. However, determining preservice teachers’ beliefs about Origami is crucial to predict their behavior about Origami based mathematics education. To fill this gap in the literature this study may be helpful since it is aimed to construct and validate belief scale for measuring preservice teachers' beliefs about Origami in mathematics education.

Beech, R. (2009).The practical illustrated encyclopedia of origami: The complete guide to the art of paper folding. London: Lorenz Books. Boakes, N. (2008). Origami-mathematics lessons: Paper folding as a teaching tool. Mathidues, 1(1), 1-9. Cipoletti, B., & Wilson, N. (2004).Turning origami into the language of mathematics.Mathematics Teaching in the Middle School, 10(1), 26-31. Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10 (7).Avaliable online: http://pareonline.net/getvn.asp?v=10&n=7 DeYoung, M. J. (2009). Math in the box.Mathematics Teaching in the Middle School, 15(3), 134-141. Georgeson, J. (2011). Fold in origami and unfold math. Mathematics Teaching in Middle School, 16(6), 354-361. Higginson, W., &Colgan, L. (2001).Algebraic thinking thorough origami.Mathematics Teaching in the Middle School, 6(6), 343-349. McLeod, D. B. (1994). Research on affect and mathematics learning in JRME: 1970 to the present. Journal for Research in Mathematics Education, 25(6), 637-647. Ministry of National Education [MNE].(2006). İlköğretimmatematikdersiöğretimprogramı 6-8.sınıflar. Retrieved April 6, 2011 from http://ttkb.meb.gov.tr/ Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect.In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Charlotte, NC: Information Age Publishing. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332. Stevens, J. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Erlbaum. Sze, S. (2005).An analysis of constructivism and the ancient art of origami. Dunleavy: Niagara University. Retrieved from http://www.eric.ed.gov/PDFS/ED490350.pdf Tugrul, B., & Kavici, M. (2002). Kağıt katlama sanatı ve öğrenme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(11), 1-17.