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

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


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.


Mathematics teaching; mathematical information; mathematical perception; communication

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