Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson

The aim of this study is to reveal the perceptions of fourth-grade primary students about “mathematics lesson” through metaphors and to investigate whether main categories identified regarding the common characteristics of the metaphors differed by gender. A qualitative research design was employed...

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Main Author: Sıtkı ÇEKİRDEKCİ
Format: Article
Language:English
Published: ERPA 2020-09-01
Series:International Journal of Psychology and Educational Studies
Online Access:http://ojsijpes.com/index.php/ijpes/article/view/156
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spelling doaj-aec1c87d8c43456e9134dee51914cae12021-06-11T19:13:24ZengERPAInternational Journal of Psychology and Educational Studies 2148-93782020-09-0174Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics LessonSıtkı ÇEKİRDEKCİ0Sinop Üniversitesi, Eğitim FakültesiThe aim of this study is to reveal the perceptions of fourth-grade primary students about “mathematics lesson” through metaphors and to investigate whether main categories identified regarding the common characteristics of the metaphors differed by gender. A qualitative research design was employed in the study. The study was carried out in the spring term of the 2018-2019 academic year with the participation of 116 fourth-grade students from three public primary schools in Sinop. The data of the study was obtained by completing the blanks in the sentence ‘Mathematics lesson is like ………………. Because ………………………….’. The students were asked to write down a metaphor about the mathematics lesson in the first blank and to explain the reasons why they wrote this metaphor in the second blank. The data were analyzed by content analysis method in this study. As a result of the study it is found that the fourth-grade students developed 64 different metaphors about mathematics. These metaphors are gathered in 13 subcategories under the main categories of mathematical knowledge, principles of mathematics teaching, mathematical skills, affective characteristic towards mathematics. At most metaphors are developed in the category of affective characteristic towards mathematics.http://ojsijpes.com/index.php/ijpes/article/view/156
collection DOAJ
language English
format Article
sources DOAJ
author Sıtkı ÇEKİRDEKCİ
spellingShingle Sıtkı ÇEKİRDEKCİ
Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson
International Journal of Psychology and Educational Studies
author_facet Sıtkı ÇEKİRDEKCİ
author_sort Sıtkı ÇEKİRDEKCİ
title Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson
title_short Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson
title_full Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson
title_fullStr Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson
title_full_unstemmed Metaphorical Perceptions of Fourth-Grade Primary Students towards Mathematics Lesson
title_sort metaphorical perceptions of fourth-grade primary students towards mathematics lesson
publisher ERPA
series International Journal of Psychology and Educational Studies
issn 2148-9378
publishDate 2020-09-01
description The aim of this study is to reveal the perceptions of fourth-grade primary students about “mathematics lesson” through metaphors and to investigate whether main categories identified regarding the common characteristics of the metaphors differed by gender. A qualitative research design was employed in the study. The study was carried out in the spring term of the 2018-2019 academic year with the participation of 116 fourth-grade students from three public primary schools in Sinop. The data of the study was obtained by completing the blanks in the sentence ‘Mathematics lesson is like ………………. Because ………………………….’. The students were asked to write down a metaphor about the mathematics lesson in the first blank and to explain the reasons why they wrote this metaphor in the second blank. The data were analyzed by content analysis method in this study. As a result of the study it is found that the fourth-grade students developed 64 different metaphors about mathematics. These metaphors are gathered in 13 subcategories under the main categories of mathematical knowledge, principles of mathematics teaching, mathematical skills, affective characteristic towards mathematics. At most metaphors are developed in the category of affective characteristic towards mathematics.
url http://ojsijpes.com/index.php/ijpes/article/view/156
work_keys_str_mv AT sıtkıcekirdekci metaphoricalperceptionsoffourthgradeprimarystudentstowardsmathematicslesson
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