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

Ortaokul Öğrencilerinin Matematik Öğretmeni ve Matematik Dersine Yönelik Metaforik Algılarının İncelenmesi

Abstract

The main purpose of this research was to reveal the perceptions of secondary educationstudents related to the concepts of “mathematics teacher” and “mathematics course” throughmetaphors. This research was designed qualitatively, and phenomenology research modelwas used. In this research, the phenomenon that was focused during the research process wasdetermined as how secondary education students conceptualized their thoughts on mathematicsteacher and mathematics course through the metaphors. The attitudes towards the mathematicscourse and mathematics teacher affect them mutually. Moreover, 6th grade students resembledthe mathematics course to the science course. Upon emergence of this situation, too muchnumerical subjects in the 6th grade Science and Technology curriculum and encountering thesubjects in mathematics course as well as in the science course was efficient. In accordancewith these obtained results, it can be suggested to search for the real factors that cause theperception of mathematic course’s being difficult and boring in some students’ mind.

Özet

Bu araştırmanın temel amacı ortaokul öğrencilerinin “matematik öğretmeni” ve