Background:
The purpose of this study was to investigate beliefs and perceived self-efficacy beliefs of Turkish prospective elementary mathematics teachers in using origami in mathematics education and gender differences in their beliefs and perceived self-efficacy beliefs.

Materials and methods:
Data for the current study was collected via Origami in Mathematics Education Belief Scale (OMEBS) and Origami in Mathematics Education Self-Efficacy Scale (OMESS).

Results:
Descriptive analysis results indicated that prospective mathematics teachers strongly believe that origami is beneficial and effective to be used in mathematics education. However, their perceived self-efficacy beliefs are at little higher than moderate level. Lastly, independent sample t-test results revealed that female teacher candidates have significantly higher beliefs and perceived self-efficacy beliefs in using origami in mathematics education when compared with male teacher candidates.

Conclusions:
Prospective mathematics teachers' positive beliefs regarding the use of origami in mathematics education were not supported with their perceived self-efficacy belief levels. Therefore, it is possible to claim that prospective mathematics teachers need further support to successfully implement origami-based mathematics lessons.