Analyzing The Metaphorical Perceptions of Secondary Education Students Related to Mathematics Teacher and Mathematics Course

Sait AKBAŞLI, Lütfi ÜREDİ, Hüseyin YOLCU, Pelin Kösece LOĞOĞLU

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

Full Text:

PDF

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. South African 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 Ogretim Arastirmalari 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.

Martino, P. D. & Zan, R. (2010). ‘Me and maths’: towards a definition of attitude grounded on students’ narratives. J Math Teacher Education, 13(27), 27-48.

Miles, M. B., Huberman, A. M. (1994). Qualitative Data Analysis. Thousans Oaks, CA: Sage Publications.

Miller, L.D.. ve Mitchell, c.E.. (1994). Mathematies Anxiety and Alternative Meihods of Evaluation, Journal of Instrneiional Psyehology, 21(4).

Mokhtar, S. F., Yusof, Z. M. & Misiran, M. (2012). factors affecting students’ performance in mathematics, Journal of Applied Sciences Research, 8(8), 4133-4137.

Oflaz, G. (2011). Ilkogretim Ogrencilerinin Matematik ve Matematik Ogretmeni Kavramlarina Iliskin Metaforik Algilari, 2. International Conference on New Trends in Education and Their Implications, 884-893.

Richardson, F.C. & Suinn, R.M. (1972) . The Mathematies Anx.ieiy Rating Scala: Psychametric Data. Journal ofCaunseling Psyeling, 19, 551-554.

Ryan, J. (1998). Teacher Development and Use Of Portfolio Assesment Strategies and Impeet on Instruction in Mathematics, Doctora Thesis. Standford University.

Saban, A. (2008). Okula Iliskin Metaforlar. Kuram ve Uygulamada Egitim Yonetimi Dergisi, 55, 459-496.

Sengul, S., Katranci, Y. & Gerez Cantimer, G. (2014). Ortaokul Ogrencilerinin “Matematik Ogretmeni” Kavramina Iliskin Metafor Algilari. The Journal Of Academic Social Science Studies, 25(1), 89-111.

Vinson, B. (2001). A comparison of pre-service teachers mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29(2), 89-94.

Yenilmez, K. (2010). Ortaogretim Ogrencilerinin Matematik Dersine Yonelik Umutsuzluk Duzeyleri. Hacettepe Universitesi Egitim Fakultesi Dergisi, 38, 307-317.

Yildirim, A. ve Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri. 9.Baski, Ankara: Seckin Yayincilik.


Refbacks

  • There are currently no refbacks.



Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.