Analyzing The Metaphorical Perception of Secondary Education Students Related to Mathematics Teacher and Mathematics Course
Abstract
The main purpose of this research was to reveal the perceptions of secondary education
students related to the concepts of “mathematics teacher” and “mathematics course” through
metaphors. This research was designed qualitatively, and phenomenology research model
was used. In this research, the phenomenon that was focused during the research process was
determined as how secondary education students conceptualized their thoughts on mathematics
teacher and mathematics course through the metaphors. The attitudes towards the mathematics
course and mathematics teacher affect them mutually. Moreover, 6th grade students resembled
the mathematics course to the science course. Upon emergence of this situation, too much
numerical subjects in the 6th grade Science and Technology curriculum and encountering the
subjects in mathematics course as well as in the science course was efficient. In accordance
with these obtained results, it can be suggested to search for the real factors that cause the
perception of mathematic course’s being difficult and boring in some students’ mind.
Keywords
Mathematics teaching,mathematical information,mathematical perception,communication
References
- Achinstein, B., & Barrett, A. (2004). (Re) Framing Classroom Context: How Teachers and Mentors View Diverse Learners and Challenges of Practise. Teachers College Record, 16(4), 716-746.
- Bagaka’s, J. G. (2011). The role of teacher characteristics and practices on upper secondary school students’ mathematics self-efficacy in nyanza province of Kenya: A multilevel analysis. International Journal of Science and Mathematics Education, 9, 817-842.
- Balci, A. (2013). Sosyal Bilimlerde Arastirma Yontem, Teknik ve Ilkeler. 10.Baski. Ankara: Pegem Akademi.
- Botha, E. (2009). Why Metaphor Matters in Education. SouthA frican Journal of Education, 29, 431-444.
- Eraslan, L. (2011). Sosyolojik Metaforlar. Akademik Bakis Dergisi. 27.
- Giles, D. L. (2008). Exploring the teacher-student relationship in teacher education: A hermeneutic phenomenological inquiry. A thesis submitted to AUT University in fulfillment of the requirements for the degree of Doctor of Philosophy (PhD).
- Guerreo, M. C. M. & Villamil, O. S. (2002). Metaphorical Conceptualizations of ELS Teaching and Learning. Language Teaching Research, 6(2), 95-120.
- Guler, G., Akgun L., Ocal MF. & Doruk, M. (2012). Matematik Ogretmeni Adaylarinin Matematik Kavramina Iliskin Sahip Olduklari Metaforlar: Egitim ve OgretimA rastirmalari Dergisi, 2(1), 25-29.
- Guveli, E., Ipek A. S., Atasoy E. & Guveli H. (2011). Sinif Ogretmeni Adaylarinin Matematik Kavramina Yonelik Metafor Algilari, Turkish Journal of Computer and Mathematics Education, 2(2), 140-159. Larson, R. Teacher-Student Relationships and Student Achievement. Retrieved 07 July 2015 from http://coe.unomaha.edu/moec/briefs/EDAD9550larson.pdf.
- Martinez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as Blueprints of Thinking about Teaching and Learning. Teaching and Teacher Education, 8, 965-977.