Mathematics Teacher Candidates’ Metaphors about the Concept of “Mathematics”

Ahmet Erdogan, Derya Ozlem Yazlik, Cengiz Erdik
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The main purpose of this study was to research mathematics teacher candidates’ perceptions about the concept of “mathematics” through the use of metaphors. The research is conducted during 2012-2013 academic year, on a group of 111 mathematics teacher candidates at the Education Faculty of a University in Turkey. To collect the research data, each participant was asked to complete the prompt “Mathematics is like . . . because . . .” The content analysis technique was used in this study in order to evaluate the data collected. As a result of the data analysis, it was found that 67 valid metaphors were developed by the participants. These metaphors were grouped under 14 categories. According to these categories, about 77% of mathematics teacher candidates perceived mathematics as “Limitless”, “Interconnected”, “Basically needed”, “Fun”, “Cumulative”, “Indispensable” figure and as a figure which laid the “foundation for other sciences”. The remaining 23% perceived mathematics as “Hard-to-understand”, “Guiding”, “Universal language”, “Requiring continuity”, “Yet to be solved”, “Mind developing” and “Having single correct answer.”


Metaphor, Mathematics, Teacher candidates, Attitude.

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Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology



International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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Editors: Ismail Sahin & Mack Shelley

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)