High School Students’ Metaphors about Geometry

Abstract

In this study, it is aimed to reveal the high school students’ perceptions about the geometry. For this, 166 high school students were asked to complete the question “Geometry is similar to…, because…” by writing what geometry means for the them and why. As a result of the data analysis, it was found that 49 different valid metaphors were developed by 166 high school students. These metaphors were grouped under 10 categories. In conclusion, it is determined that the majority of the participants have a positive or neutral perception and that about one-quarter of the participants have a negative perceptions about geometry. With the categories including positive or neutral connotations about geometry, the participants emphasized the aspects of geometry being an indicator of intelligence and mind, comprising the terms, figures and operations, being in the nature, having a part-whole relationship and having fun. Lastly, with the categories including negative connotations about geometry, the participants emphasized the aspects of geometry being complex, difficult, boring and unlimited.