METAPHOR PERCEPTIONS OF SECONDARY SCHOOL STUDENTS ABOUT “MATHEMATICS TEACHER”
The purpose of this study is to reveal the perceptions of secondary school students regarding the concept of ‘mathematics teacher’ through metaphors. Whether the concepts produced in the scope of this study differ according to their class levels and gender or not was searched. The study was carried...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/ae8077db74b040088f6eb186f6876187 |
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| Sumario: | The purpose of this study is to reveal the perceptions of secondary school students regarding the concept of ‘mathematics teacher’ through metaphors. Whether the concepts produced in the scope of this study differ according to their class levels and gender or not was searched. The study was carried out together with 6th grades (94 students), 7th grades (72 students) and 8th grades (82 students) in total 254 students. The data of the research was obtained by completing the blanks in the sentence ‘Mathematics teacher is like ………………. because ………………………….’. The students were asked to write down a metaphor about the mathematics teachers to the first blank and to explain the reasons why they wrote this metaphor. The data collected in this study was analyzed by using content analysis technique. According to the findings of the study, i) secondary school students produced 137 different metaphors regarding the concept of mathematics teacher ii) the metaphors produced by these students were classified under 7 conceptual categories. According to the findings, it was appeared that students mostly produced positive metaphors such as ‘flower, angel, sun, book and professor’ which emphasized the informative, knowledgeable, guidance and enjoyable sides of mathematics teachers, on the other hand negative metaphors were rarely used by students. It was seen that especially 8th grade students produced metaphors including negative expressions. iii) Under conceptual categories while there was a significant difference between metaphors regarding mathematics teacher by class levels, there was not a statistically significant difference between metaphors by gender. In conclusion, it can be said that secondary school students perceive mathematics teachers as guidance, consultant, knowledgeable, and in |
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