Third-Year University Mathematics Education Students' Metaphorical Understanding of Mathematics Teaching and Learning

Autor/in	Kaphesi, Elias
Titel	Third-Year University Mathematics Education Students' Metaphorical Understanding of Mathematics Teaching and Learning
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 18 (2014) 3, S.276-286 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2014.962729
Schlagwörter	Undergraduate Students; Mathematics Education; Student Attitudes; Figurative Language; Questionnaires; Academic Persistence; Mathematics Achievement; Active Learning; Student Role; Teacher Role; Difficulty Level; Anxiety; Schemata (Cognition); Learning Processes; Concept Mapping; Foreign Countries; Majors (Students); Concept Formation; Data Analysis; Malawi + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülerverhalten; Fragebogen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aktives Lernen; Lehrerrolle; Schwierigkeitsgrad; Angst; Cognition; Schema; Kognition; Learning process; Lernprozess; Concept Map; Ausland; Concept learning; Begriffsbildung; Auswertung
Abstract	This paper reports on the metaphors that 36 third-year university mathematics education students have about mathematics. These metaphors were investigated through a questionnaire with five open-ended items. An inductive analysis of the students' metaphors for mathematics indicated that students had well developed and complex metaphors about mathematics, mathematics learning, mathematics teaching and the mathematics teacher. Several common themes emerged, including the view that hard work, patience and perseverance are needed for success in mathematics. Some students emphasised their role in learning mathematics as active while others view their role of the teacher as crucial. Three mental images are common: firstly, the notion that mathematics learning is challenging and may involve anxiety; secondly, that perseverance is needed as continuing effort will bring reward; and lastly, that positive or negative mental images of mathematics are related to the perception of and the active vs passive role of the learner. Considering that the metaphors were collected from students with an extensive engagement with mathematics learning, the findings implied that these metaphors reflect the students' mental images formed as a result of experiencing mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01