COMPARISON DIFFERENT VARIABLES OF THE SECONDARY SCHOOL STUDENTS ABOUT THE METAPHORIC PERCEPTIONS OF THE CONCEPT OF MATHEMATICS LESSON AND MATHEMATICS TEACHERS

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The aim of this study is to research the distribution the number of metaphors according to grade levels and genders of secondary school students’ about mathematics lesson and mathematics teacher concepts and to compare these metaphorical perceptions according to students’ genders. The sample of the study consists of a total of 92 students from the fifth, sixth, seventh and eighth grades in a state secondary school in Konya. “Mathematics lesson is like …, because …” and “Mathematics teacher is like …, because … ” forms were distributed to students. Content analysis method was used to analyze all collected data. A total of 136 valid metaphors were produced, 64 of which were about mathematics lesson and 72 were about mathematics teachers. Metaphors explained by male and female students about mathematics lesson and mathematics teacher were investigated separately. It was determined that female students who participated in the study produced a higher rate of metaphor for both concepts than male students. The metaphors for mathematics lesson and mathematics teachers are divided into conceptual categories with four common themes: nature, school, intangible and life. The metaphors of male and female students are shown in conceptual categories both in a single table and in separate tables. Metaphors produced for both concepts were found to be mostly in life theme. It was determined that the metaphors explained about the mathematics lesson were at least in the school theme and the metaphors explained about the mathematics teacher were at least in nature and intangible themes.

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Metaphor , mathematics lesson , mathematics teacher , content analysis

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi