Pre-Service Primary School Teachers' Metaphoric Perceptions about Geometry

Autor/inn/en	Sahinkaya, Nihan; Kilic, Cigdem
Titel	Pre-Service Primary School Teachers' Metaphoric Perceptions about Geometry
Quelle	In: Acta Didactica Napocensia, 14 (2021) 2, S.59-70 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Preservice Teachers; Student Attitudes; Figurative Language; Language Usage; Geometry; Mathematics Instruction; Elementary School Teachers; Geometric Concepts; Cloze Procedure; Reliability; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Sprachgebrauch; Geometrie; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Geometrie; Lückentext; Reliabilität; Ausland; Türkei
Abstract	Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was "Geometry is like/similar to…, because…". The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1) and source (2) of the metaphor, and evaluating the relationship (3) between the source and subject. The responses of the participants were evaluated by the researchers, whose reliability was obtained as 97% using the reliability formula provided by Miles and Huberman (1994). The most commonly used metaphors were "puzzle" and "space" among the total 71 different metaphors generated by the pre-service teachers. These metaphors were classified into 11 categories under the titles of "feature" and "feeling". Results illustrated that pre-service teachers generally reflected geometry as "difficult" and "complex" but "entertaining" involving the relations between part and whole. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01