Research Article
BibTex RIS Cite
Year 2023, Volume: 6 Issue: 2, 181 - 203, 31.12.2023
https://doi.org/10.52134/ueader.1347872

Abstract

References

  • Akhan, N. E., & Karamik, G. A. (2019). Ensuring Adaptation of First-Year Students at the Faculty of Education to University through Creative Drama. Journal of Education Theory and Practical Research, 5(2), 141-152. https://dergipark.org.tr/en/pub/ekuad/issue/47044/591323 Altun, M. (2001). Mathematics teaching for faculty of education and primary school teachers. Bursa: Erkam Printing press.
  • Altun, M. (2008). Teaching Mathematics in High Schools, First Edition, Bursa: Aktüel Publications.
  • Başıbüyük, K. (2018). The effect of using the history of mathematics in teaching algebra and numbers on success and attitude and in-class reflections (Doctoral, Atatürk University, Institute of Education Sciences). Accessed from the thesis center database of the Council of Higher Education (503487).
  • Baykul, Y. (1999). Effective Teaching and Learning in Primary Education Teacher's Handbook Module 6 Teaching Mathematics in Primary Education. Ankara: National Education Printing House.
  • Ben-Peretz, M., Mendelson, N., & Kron, F. W. (2003). How teachers in different educational context view their roles. Teaching and Teacher Education, 19, 277-290. https://doi.org/10.1016/S0742-051X(02)00100-2.
  • Çalışıcı, H., & Sümen, Ö. Ö. (2019). Pre-service Mathematics Teachers' Perceptions about Mathematics Concept: A Metaphor Study. International Journal of Educational Studies in Mathematics, 6(3), 108-123. https://dergipark.org.tr/en/pub/ijesim/issue/49111/620251
  • Carlson, T. B. (2001). Using Metaphors to Enhance Reflectiveness Among Preservice Teachers. Journal of Physical Education, Recreation & Dance. 72, 1; ProQuest Education Journals,49-53. https://doi.org/10.1080/07303084.2001.10605820
  • Cassel, D., & Vincent, D. (2011). Metaphors reveal preservice elementary teachers’ views of mathematics and science teaching. School Science and Mathematics, 111(7), 319-324. https://doi.org/10.1111/j.1949-8594.2011.00094.x
  • Creswell, J.W. (1998) Qualitative Inquiry and Research Design: Choosing among Five Traditions. Thousand Oaks, CA: Sage.
  • Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches. Los Angeles, CA: Sage.
  • Dane, A., Kudu, M., & Balkı, N. (2009). The Factors Negatıvely Effectıng Hıgh School Students’ Mathematıcal Success Accordıng to Theır Perceptıons. Erzincan University Journal of Science and Technology, 2(1), 17-35. https://dergipark.org.tr/en/pub/erzifbed/issue/6018/8062 Danesi, M. A. (2007). Conceptual Metaphor Framework for The Teaching Of Mathematics. Studies in Philosophy and Education 26, 225-236. https://doi.org/10.1007/s11217-007-9035-5
  • Dede, Y., & Argün, Z. (2004). Identification of Students’ Intrinsic and Extrinsic Motivation Towards Mathematics. Educatıon and Scıence, 29(134), 49-54.
  • Dede, Y., & Dursun, Ş. (2004). The Factors Affecting Students Success in Mathematics Mathematics Teachers Perspectives. Journal of Gazi Education Faculty, 24(2), 217-233. https://dergipark.org.tr/en/pub/gefad/issue/6759/90924
  • Font, V., Bolite, J., & Acevedo, J. (2010). Metaphors in mathematics classrooms: Analyzing the dynamic process of teaching and learning of graph functions. Educational Studies in Mathematics, 75(2), 131-152. https://doi.org/10.1007/s10649-010-9247-4
  • Göker, L. (1997). History of Mathematics and the Place of Turkish-Islamic Mathematicians. Ministry of Education.
  • Güler, G., Akgün, L., & Öçal, M. F. (2011). Pre-service mathematics teachers’ metaphors about mathematics teacher concept. Procedia - Social and Behavioral Sciences, 15, 327-330. https://doi.org/10.1016/j.sbspro.2011.03.095
  • Güveli, E., İpek, A. S., Atasoy, E., & Güveli, H. (2011). Candidate Class Teachers’ Metaphorical Perceptions Towards Mathematics. Turkish Journal of Computer and Mathematics Education, 2(2), 140-159.
  • Heidegger M. (1867). Being and time. Blackwell: Oxford UK and Cambridge USA.
  • Katrancı, Y., & Kıral, B. (2021). The Perceptions of Pre-Service Middle School Mathematics Teachers Regarding Mathematics and Mathematics Teacher: A Metaphorical Approach. Asya Studies, 5(18), 21-41. https://doi.org/10.31455/asya.940207
  • Koçak, D., & Bilecik, T. (2019). Comparison and Determination of Metaphors of Mathematics Education at Different Level of Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(2), 909-940. https://doi.org/10.17522/balikesirnef.544055
  • Kuzu, O., Kuzu, Y., & Sıvacı, S. Y. (2018). Preservice Teachers’ Attitudes and Metaphor Perceptions towards Mathematics. Cukurova University Faculty of Education Journal, 47(2), 897-931. https://doi.org/10.14812/cuefd.383527
  • Lakoff, G., & Johnson, M. (2005). Metaphors: Life Meaning and Language (Translator G.Y. Demir). İstanbul: Paradigma
  • Lakoff, G., & Nuñez, R. (2000). Where mathematics comes from: How the embodied mind creates mathematics. Basic Books
  • Latterell, C. M., & Wilson, J. L. (2016). Math is like a lion hunting a sleeping gzelle: Preservice elementary teachers' metaphors of mathematics. European Journal of Science and Mathematics Education, 4(3), 283-292. https://doi.org/10.30935/scimath/9470
  • Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International journal of qualitative methods, 2(3), 21-35. https://doi.org/10.1177/160940690300200303
  • Lin, Y. C., Washington-Nortey, P. M., Hill, O. W., & Serpell, Z. N. (2019). Family functioning and not family structure predicts adolescents’ reasoning and math skills. Journal of Child and Family Studies, 28(10), 2700-2707. https://doi.org/10.1007/s10826-019-01450-4
  • Mahlios, M., & Maxson, M. (1998). Metaphors as Structures for Elemantary and Secondary Preservice Teachers‟ Thinking. International Journal of Educational Research, 29, 227- 240. https://doi.org/10.1016/S0883-0355(98)00027-5
  • Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational studies in mathematics, 96(1), 49-64. https://doi.org/10.1007/s10649-017-9759-2
  • Merriam, S. B. (2018). Qualitative Research: A Guide to Design and Implementation (Translator S. Turan). Ankara: Nobel Publishing (Original release date, 2009).
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Morgan G. (1998). Metaphor in management and organizations (Translator, G. Bulut). İstanbul: BZD Publishing. Nasibov, F., & Kaçar, A. (2005). On the mathematics and mathematics education. Gazi University Kastamonu Journal of Education, 13(2), 339-346.
  • Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on medical education, 8(2), 90-97. https://doi.org/10.1007/s40037-019-0509-2 Noyes, A. (2004). (Re) Producing Mathematics Teachers: A sociological perspective. Teaching Education, 15(3), 243-256. https://doi.org/10.1080/1047621042000257180
  • Olsen, J., Lew, K., & Weber, K. (2020). Metaphors for learning and doing mathematics in advanced mathematics lectures. Educational Studies in Mathematics, 105(1), 1-17. https://doi.org/10.1007/s10649-020-09968-x
  • Özdemir, B. (2018). Comparıson of Undergraduate Programs of Mathematıcs Educatıon and Mathematıcs Departments and Students’ Vıew in The Framework of Competencıes (Master Thesis, Hacettepe University, Institute of Education Sciences). http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5381
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Reeder, S., Utley, J., & Cassel, D. (2009). Using metaphors as a tool for examining preservice elementary teachers' beliefs about mathematics teaching and learning. School science and mathematics, 109(5), 290-297. https://doi.org/10.1111/j.1949-8594.2009.tb18093.x
  • Saban, A. (2003). A Turkish Profile of Prospective elementary School Teachers and Their Views of Teaching. Teaching and Teacher Education, 19, 829-846. https://doi.org/10.1016/j.tate.2003.03.004
  • Saban, A. (2004). Entry Level Prospectıve Classroom Teachers’ Metaphors about The Concept of “Teacher”. The Journal of Turkish Educational Sciences, 2(2), 131-155. https://dergipark.org.tr/en/pub/tebd/issue/26128/275216
  • Schinck, A. G., Neale Jr, H. W., Pugalee, D. K., & Cifarelli, V. V. (2008). Using metaphors to unpack student beliefs about mathematics. School science and mathematics, 108(7), 326-333. https://doi.org/10.1111/j.1949-8594.2008.tb17845.x
  • Sezgin Memnun, D. (2015). Secondary School Students’ Metaphors about Mathematical Problem and Change of Metaphors according to Grade Levels. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9(1), 351-374. https://doi.org/10.17522/nefefmed.30643
  • Sinclair, N., & Tabaghi, S. G. (2010). Drawing space: Mathematicians' kinetic conceptions of eigenvectors. Educational Studies in Mathematics, 74(3), 223-240. https://doi.org/10.1007/s10649-010-9235-8
  • Smith, J.L., Karcher, S. & Whitacre, I. (2023). Is i a Number? An Examination of Advanced Undergraduate Students’ Definitions of Number. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00210-y
  • Soto-Johnson, H., Hancock, B., & Oehrtman, M. (2016). The interplay between mathematicians’ conceptual and ideational mathematics about continuity of complex-valued functions. International Journal of Research in Undergraduate Mathematics Education, 2(3), 362-389. https://doi.org/10.1007/s40753-016-0035-0
  • Soysal, D., & Afacan, Ö. (2012). Metaphors used by primary school students to describe science and technology lesson and science and technology teacher. Journal of Mustafa Kemal University Institute of Social Sciences, 9(19), 287-306.
  • Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Tarım, K., Özsezer, M. S. B., & Canbazoğlu, H. B. (2017). Pre-Service Classroom Teachers; Perceptions of Related with Mathematics and Teaching Mathematics. Journal of Ahi Evran University Kırşehir Education Faculty, 18(3), 1032-1052.
  • Teherani, A., Martimianakis, T., Stenfors-Hayes, T., Wadhwa, A., & Varpio, L. (2015). Choosing a qualitative research approach. J Grad Med Educ, 7, 669-70. http://dx.doi.org/10.4300/JGME-D-15-00414.1
  • Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249-259. https://doi.org/10.1016/j.ecresq.2020.05.002
  • Toluk, Z. (2003). Third international math and science survey (TIMSS): What is Mathematics. Elementary Education Online, 2(1), 36-41.
  • Turhan Türkkan, B., & Yeşilpınar Uyar, M. (2016). The Metaphors of Secondary School Students Towards the Concept of "Mathematical Problem". Cukurova University Faculty of Education Journal, 45(1), 99-130.
  • Turkish Language Association (TLA). (2022). Large Turkish Dictionary. Turkish Language Association.
  • Uçar, T. Z., Pişkin, M., Akkaş, N. E., & Taşçı, D. (2010). Elementary Students’ Beliefs about Mathematics, Mathematics’ Teachers and Mathematicians. Education and Science, 35(135), 131-144.
  • Uygun, T., Gökkurt, B., & Usta, N. (2016). Analysis of the Perceptions of the University Students about Mathematics Problem through Metaphor. Bartın University Journal of Faculty of Education, 5(2), 536-556. https://doi.org/10.14686/buefad.v5i2.5000187677
  • Wintre, M.G., & Yaffe, M. (2000). First-year students' adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15(9), 9-37. https://doi.org/10.1177/0743558400151002
  • Yaman, F., & Yaman, B. (2020). Metaphorıc Perceptıons of Secondary School Students on Mathematıc Concept. Eurasian Journal of Researches in Social and Economics, 7(6), 250-265. https://dergipark.org.tr/en/pub/asead/issue/55211/737640
  • Yetim Karaca, S., & Ada, S. (2018). Determining Students’ Perceptions Regarding The Mathematics Course and Mathematics Teachers Through Metaphors. Kastamonu Education Journal, 26(3), 789-800. https://doi.org/10.24106/kefdergi.413327
  • Yob, I. M. (2003). Thinking Constructively with Metaphors. Studies in Philosophy and Education, 22, 127-138. https://doi.org/10.1023/A:1022289113443
  • Yurtbakan, E., Iskenderoglu, T. A., & Sesli, E. (2016). The views of the classroom teachers on enchancing the students’ success of mathematics. Ondokuz Mayis University Journal of Faculty of Education, 35(2), 101-119. https://doi.org/10.7822/omuefd.35.2.7
  • Zandieh, M., Ellis, J., & Rasmussen, C. (2017). A characterization of a unified notion of mathematical function: The case of high school function and linear transformation. Educational Studies in Mathematics, 95(1), 21- 38. https://doi.org/10.1007/s10649-016-9737-0

Pre-service Mathematics Teachers and Undergraduate Mathematics Students' Metaphorical Perceptions of the Concept of Mathematics

Year 2023, Volume: 6 Issue: 2, 181 - 203, 31.12.2023
https://doi.org/10.52134/ueader.1347872

Abstract

Abstract: This study aims to compare the metaphors developed by the students of the Pre-service Mathematics Teachers (PMT) and the students of the Undergraduate Mathematics (UM) regarding the concept of mathematics and to determine how the metaphors are distributed as to the variables level of class and the department. For this purpose, hermeneutic phenomenology was used as a type of phenomenology design- one of the qualitative research methods. This study was conducted during the 2021/22 academic year with a total of 57 UM students studying at the Faculty of Arts and Sciences of a public university in the Southeastern Anatolia Region, and a total of 68 PMT students studying at the Faculty of Education at the same university. Data was collected through an interview form and analysed with content analysis. It was concluded that many metaphors are necessary in order to explain the concept of mathematics in a holistic way and that the respondents considered mathematics with its positive and negative aspects, as well as embracing it in daily life. It was also observed that the respondents’ perceptions of mathematics differ depending on the level of class and the department. For example, while the PMT students approached mathematics with a more concrete viewpoint, the UM students adopted an abstract mind-set. The reason for this result is believed to be related to the fact that the curricula applied for the PMT students contains less abstract expressions and theoretical lessons than that of the UM students, and also makes students active, offers a constructivist learning environment, and aims to train mathematics teachers rather than training them to become mathematicians.
Keywords: Metaphor, mathematics education, phenomenology, pre-service mathematics teachers, undergraduate mathematics

References

  • Akhan, N. E., & Karamik, G. A. (2019). Ensuring Adaptation of First-Year Students at the Faculty of Education to University through Creative Drama. Journal of Education Theory and Practical Research, 5(2), 141-152. https://dergipark.org.tr/en/pub/ekuad/issue/47044/591323 Altun, M. (2001). Mathematics teaching for faculty of education and primary school teachers. Bursa: Erkam Printing press.
  • Altun, M. (2008). Teaching Mathematics in High Schools, First Edition, Bursa: Aktüel Publications.
  • Başıbüyük, K. (2018). The effect of using the history of mathematics in teaching algebra and numbers on success and attitude and in-class reflections (Doctoral, Atatürk University, Institute of Education Sciences). Accessed from the thesis center database of the Council of Higher Education (503487).
  • Baykul, Y. (1999). Effective Teaching and Learning in Primary Education Teacher's Handbook Module 6 Teaching Mathematics in Primary Education. Ankara: National Education Printing House.
  • Ben-Peretz, M., Mendelson, N., & Kron, F. W. (2003). How teachers in different educational context view their roles. Teaching and Teacher Education, 19, 277-290. https://doi.org/10.1016/S0742-051X(02)00100-2.
  • Çalışıcı, H., & Sümen, Ö. Ö. (2019). Pre-service Mathematics Teachers' Perceptions about Mathematics Concept: A Metaphor Study. International Journal of Educational Studies in Mathematics, 6(3), 108-123. https://dergipark.org.tr/en/pub/ijesim/issue/49111/620251
  • Carlson, T. B. (2001). Using Metaphors to Enhance Reflectiveness Among Preservice Teachers. Journal of Physical Education, Recreation & Dance. 72, 1; ProQuest Education Journals,49-53. https://doi.org/10.1080/07303084.2001.10605820
  • Cassel, D., & Vincent, D. (2011). Metaphors reveal preservice elementary teachers’ views of mathematics and science teaching. School Science and Mathematics, 111(7), 319-324. https://doi.org/10.1111/j.1949-8594.2011.00094.x
  • Creswell, J.W. (1998) Qualitative Inquiry and Research Design: Choosing among Five Traditions. Thousand Oaks, CA: Sage.
  • Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches. Los Angeles, CA: Sage.
  • Dane, A., Kudu, M., & Balkı, N. (2009). The Factors Negatıvely Effectıng Hıgh School Students’ Mathematıcal Success Accordıng to Theır Perceptıons. Erzincan University Journal of Science and Technology, 2(1), 17-35. https://dergipark.org.tr/en/pub/erzifbed/issue/6018/8062 Danesi, M. A. (2007). Conceptual Metaphor Framework for The Teaching Of Mathematics. Studies in Philosophy and Education 26, 225-236. https://doi.org/10.1007/s11217-007-9035-5
  • Dede, Y., & Argün, Z. (2004). Identification of Students’ Intrinsic and Extrinsic Motivation Towards Mathematics. Educatıon and Scıence, 29(134), 49-54.
  • Dede, Y., & Dursun, Ş. (2004). The Factors Affecting Students Success in Mathematics Mathematics Teachers Perspectives. Journal of Gazi Education Faculty, 24(2), 217-233. https://dergipark.org.tr/en/pub/gefad/issue/6759/90924
  • Font, V., Bolite, J., & Acevedo, J. (2010). Metaphors in mathematics classrooms: Analyzing the dynamic process of teaching and learning of graph functions. Educational Studies in Mathematics, 75(2), 131-152. https://doi.org/10.1007/s10649-010-9247-4
  • Göker, L. (1997). History of Mathematics and the Place of Turkish-Islamic Mathematicians. Ministry of Education.
  • Güler, G., Akgün, L., & Öçal, M. F. (2011). Pre-service mathematics teachers’ metaphors about mathematics teacher concept. Procedia - Social and Behavioral Sciences, 15, 327-330. https://doi.org/10.1016/j.sbspro.2011.03.095
  • Güveli, E., İpek, A. S., Atasoy, E., & Güveli, H. (2011). Candidate Class Teachers’ Metaphorical Perceptions Towards Mathematics. Turkish Journal of Computer and Mathematics Education, 2(2), 140-159.
  • Heidegger M. (1867). Being and time. Blackwell: Oxford UK and Cambridge USA.
  • Katrancı, Y., & Kıral, B. (2021). The Perceptions of Pre-Service Middle School Mathematics Teachers Regarding Mathematics and Mathematics Teacher: A Metaphorical Approach. Asya Studies, 5(18), 21-41. https://doi.org/10.31455/asya.940207
  • Koçak, D., & Bilecik, T. (2019). Comparison and Determination of Metaphors of Mathematics Education at Different Level of Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(2), 909-940. https://doi.org/10.17522/balikesirnef.544055
  • Kuzu, O., Kuzu, Y., & Sıvacı, S. Y. (2018). Preservice Teachers’ Attitudes and Metaphor Perceptions towards Mathematics. Cukurova University Faculty of Education Journal, 47(2), 897-931. https://doi.org/10.14812/cuefd.383527
  • Lakoff, G., & Johnson, M. (2005). Metaphors: Life Meaning and Language (Translator G.Y. Demir). İstanbul: Paradigma
  • Lakoff, G., & Nuñez, R. (2000). Where mathematics comes from: How the embodied mind creates mathematics. Basic Books
  • Latterell, C. M., & Wilson, J. L. (2016). Math is like a lion hunting a sleeping gzelle: Preservice elementary teachers' metaphors of mathematics. European Journal of Science and Mathematics Education, 4(3), 283-292. https://doi.org/10.30935/scimath/9470
  • Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International journal of qualitative methods, 2(3), 21-35. https://doi.org/10.1177/160940690300200303
  • Lin, Y. C., Washington-Nortey, P. M., Hill, O. W., & Serpell, Z. N. (2019). Family functioning and not family structure predicts adolescents’ reasoning and math skills. Journal of Child and Family Studies, 28(10), 2700-2707. https://doi.org/10.1007/s10826-019-01450-4
  • Mahlios, M., & Maxson, M. (1998). Metaphors as Structures for Elemantary and Secondary Preservice Teachers‟ Thinking. International Journal of Educational Research, 29, 227- 240. https://doi.org/10.1016/S0883-0355(98)00027-5
  • Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational studies in mathematics, 96(1), 49-64. https://doi.org/10.1007/s10649-017-9759-2
  • Merriam, S. B. (2018). Qualitative Research: A Guide to Design and Implementation (Translator S. Turan). Ankara: Nobel Publishing (Original release date, 2009).
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Morgan G. (1998). Metaphor in management and organizations (Translator, G. Bulut). İstanbul: BZD Publishing. Nasibov, F., & Kaçar, A. (2005). On the mathematics and mathematics education. Gazi University Kastamonu Journal of Education, 13(2), 339-346.
  • Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on medical education, 8(2), 90-97. https://doi.org/10.1007/s40037-019-0509-2 Noyes, A. (2004). (Re) Producing Mathematics Teachers: A sociological perspective. Teaching Education, 15(3), 243-256. https://doi.org/10.1080/1047621042000257180
  • Olsen, J., Lew, K., & Weber, K. (2020). Metaphors for learning and doing mathematics in advanced mathematics lectures. Educational Studies in Mathematics, 105(1), 1-17. https://doi.org/10.1007/s10649-020-09968-x
  • Özdemir, B. (2018). Comparıson of Undergraduate Programs of Mathematıcs Educatıon and Mathematıcs Departments and Students’ Vıew in The Framework of Competencıes (Master Thesis, Hacettepe University, Institute of Education Sciences). http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5381
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Reeder, S., Utley, J., & Cassel, D. (2009). Using metaphors as a tool for examining preservice elementary teachers' beliefs about mathematics teaching and learning. School science and mathematics, 109(5), 290-297. https://doi.org/10.1111/j.1949-8594.2009.tb18093.x
  • Saban, A. (2003). A Turkish Profile of Prospective elementary School Teachers and Their Views of Teaching. Teaching and Teacher Education, 19, 829-846. https://doi.org/10.1016/j.tate.2003.03.004
  • Saban, A. (2004). Entry Level Prospectıve Classroom Teachers’ Metaphors about The Concept of “Teacher”. The Journal of Turkish Educational Sciences, 2(2), 131-155. https://dergipark.org.tr/en/pub/tebd/issue/26128/275216
  • Schinck, A. G., Neale Jr, H. W., Pugalee, D. K., & Cifarelli, V. V. (2008). Using metaphors to unpack student beliefs about mathematics. School science and mathematics, 108(7), 326-333. https://doi.org/10.1111/j.1949-8594.2008.tb17845.x
  • Sezgin Memnun, D. (2015). Secondary School Students’ Metaphors about Mathematical Problem and Change of Metaphors according to Grade Levels. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9(1), 351-374. https://doi.org/10.17522/nefefmed.30643
  • Sinclair, N., & Tabaghi, S. G. (2010). Drawing space: Mathematicians' kinetic conceptions of eigenvectors. Educational Studies in Mathematics, 74(3), 223-240. https://doi.org/10.1007/s10649-010-9235-8
  • Smith, J.L., Karcher, S. & Whitacre, I. (2023). Is i a Number? An Examination of Advanced Undergraduate Students’ Definitions of Number. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00210-y
  • Soto-Johnson, H., Hancock, B., & Oehrtman, M. (2016). The interplay between mathematicians’ conceptual and ideational mathematics about continuity of complex-valued functions. International Journal of Research in Undergraduate Mathematics Education, 2(3), 362-389. https://doi.org/10.1007/s40753-016-0035-0
  • Soysal, D., & Afacan, Ö. (2012). Metaphors used by primary school students to describe science and technology lesson and science and technology teacher. Journal of Mustafa Kemal University Institute of Social Sciences, 9(19), 287-306.
  • Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Tarım, K., Özsezer, M. S. B., & Canbazoğlu, H. B. (2017). Pre-Service Classroom Teachers; Perceptions of Related with Mathematics and Teaching Mathematics. Journal of Ahi Evran University Kırşehir Education Faculty, 18(3), 1032-1052.
  • Teherani, A., Martimianakis, T., Stenfors-Hayes, T., Wadhwa, A., & Varpio, L. (2015). Choosing a qualitative research approach. J Grad Med Educ, 7, 669-70. http://dx.doi.org/10.4300/JGME-D-15-00414.1
  • Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249-259. https://doi.org/10.1016/j.ecresq.2020.05.002
  • Toluk, Z. (2003). Third international math and science survey (TIMSS): What is Mathematics. Elementary Education Online, 2(1), 36-41.
  • Turhan Türkkan, B., & Yeşilpınar Uyar, M. (2016). The Metaphors of Secondary School Students Towards the Concept of "Mathematical Problem". Cukurova University Faculty of Education Journal, 45(1), 99-130.
  • Turkish Language Association (TLA). (2022). Large Turkish Dictionary. Turkish Language Association.
  • Uçar, T. Z., Pişkin, M., Akkaş, N. E., & Taşçı, D. (2010). Elementary Students’ Beliefs about Mathematics, Mathematics’ Teachers and Mathematicians. Education and Science, 35(135), 131-144.
  • Uygun, T., Gökkurt, B., & Usta, N. (2016). Analysis of the Perceptions of the University Students about Mathematics Problem through Metaphor. Bartın University Journal of Faculty of Education, 5(2), 536-556. https://doi.org/10.14686/buefad.v5i2.5000187677
  • Wintre, M.G., & Yaffe, M. (2000). First-year students' adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15(9), 9-37. https://doi.org/10.1177/0743558400151002
  • Yaman, F., & Yaman, B. (2020). Metaphorıc Perceptıons of Secondary School Students on Mathematıc Concept. Eurasian Journal of Researches in Social and Economics, 7(6), 250-265. https://dergipark.org.tr/en/pub/asead/issue/55211/737640
  • Yetim Karaca, S., & Ada, S. (2018). Determining Students’ Perceptions Regarding The Mathematics Course and Mathematics Teachers Through Metaphors. Kastamonu Education Journal, 26(3), 789-800. https://doi.org/10.24106/kefdergi.413327
  • Yob, I. M. (2003). Thinking Constructively with Metaphors. Studies in Philosophy and Education, 22, 127-138. https://doi.org/10.1023/A:1022289113443
  • Yurtbakan, E., Iskenderoglu, T. A., & Sesli, E. (2016). The views of the classroom teachers on enchancing the students’ success of mathematics. Ondokuz Mayis University Journal of Faculty of Education, 35(2), 101-119. https://doi.org/10.7822/omuefd.35.2.7
  • Zandieh, M., Ellis, J., & Rasmussen, C. (2017). A characterization of a unified notion of mathematical function: The case of high school function and linear transformation. Educational Studies in Mathematics, 95(1), 21- 38. https://doi.org/10.1007/s10649-016-9737-0
There are 59 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Articles
Authors

Bedirhan Teke 0000-0002-8565-215X

Early Pub Date December 31, 2023
Publication Date December 31, 2023
Submission Date August 22, 2023
Acceptance Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 2

Cite

APA Teke, B. (2023). Pre-service Mathematics Teachers and Undergraduate Mathematics Students’ Metaphorical Perceptions of the Concept of Mathematics. International Journal of Scholars in Education, 6(2), 181-203. https://doi.org/10.52134/ueader.1347872