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

Year 2017, Volume: 25 Issue: 6, 2283 - 2294, 15.11.2017

Abstract

The main purpose of this research was to reveal the perceptions of secondary education

students related to the concepts of “mathematics teacher” and “mathematics course” through

metaphors. This research was designed qualitatively, and phenomenology research model

was used. In this research, the phenomenon that was focused during the research process was

determined as how secondary education students conceptualized their thoughts on mathematics

teacher and mathematics course through the metaphors. The attitudes towards the mathematics

course and mathematics teacher affect them mutually. Moreover, 6th grade students resembled

the mathematics course to the science course. Upon emergence of this situation, too much

numerical subjects in the 6th grade Science and Technology curriculum and encountering the

subjects in mathematics course as well as in the science course was efficient. In accordance

with these obtained results, it can be suggested to search for the real factors that cause the

perception of mathematic course’s being difficult and boring in some students’ mind.

References

  • Achinstein, B., & Barrett, A. (2004). (Re) Framing Classroom Context: How Teachers and Mentors View Diverse Learners and Challenges of Practise. Teachers College Record, 16(4), 716-746.
  • Bagaka’s, J. G. (2011). The role of teacher characteristics and practices on upper secondary school students’ mathematics self-efficacy in nyanza province of Kenya: A multilevel analysis. International Journal of Science and Mathematics Education, 9, 817-842.
  • Balci, A. (2013). Sosyal Bilimlerde Arastirma Yontem, Teknik ve Ilkeler. 10.Baski. Ankara: Pegem Akademi.
  • Botha, E. (2009). Why Metaphor Matters in Education. SouthA frican Journal of Education, 29, 431-444.
  • Eraslan, L. (2011). Sosyolojik Metaforlar. Akademik Bakis Dergisi. 27.
  • Giles, D. L. (2008). Exploring the teacher-student relationship in teacher education: A hermeneutic phenomenological inquiry. A thesis submitted to AUT University in fulfillment of the requirements for the degree of Doctor of Philosophy (PhD).
  • Guerreo, M. C. M. & Villamil, O. S. (2002). Metaphorical Conceptualizations of ELS Teaching and Learning. Language Teaching Research, 6(2), 95-120.
  • Guler, G., Akgun L., Ocal MF. & Doruk, M. (2012). Matematik Ogretmeni Adaylarinin Matematik Kavramina Iliskin Sahip Olduklari Metaforlar: Egitim ve OgretimA rastirmalari Dergisi, 2(1), 25-29.
  • Guveli, E., Ipek A. S., Atasoy E. & Guveli H. (2011). Sinif Ogretmeni Adaylarinin Matematik Kavramina Yonelik Metafor Algilari, Turkish Journal of Computer and Mathematics Education, 2(2), 140-159. Larson, R. Teacher-Student Relationships and Student Achievement. Retrieved 07 July 2015 from http://coe.unomaha.edu/moec/briefs/EDAD9550larson.pdf.
  • Martinez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as Blueprints of Thinking about Teaching and Learning. Teaching and Teacher Education, 8, 965-977.
  • Martino, P. D. (2010). ‘Maths and me’: Software Analysıs Of Narratıve Data About Attıtude Towards Math. Retrieved 31 May 2017 from http://ife.ens-lyon.fr/publications/edition-electronique/ cerme6/wg1-03-dimartino.pdf.
  • Miller, L.D.. ve Mitchell, c.E.. (1994). Mathematies Anxiety and Alternative Meihods of Evaluation, Journal of Instrneiional Psyehology, 21(4).
  • Mokhtar, S. F., Yusof, Z. M. & Misiran, M. (2012). factors affecting students’ performance in mathematics, Journal of Applied Sciences Research, 8(8), 4133-4137.
  • Oflaz, G. (2011). Ilkogretim Ogrencilerinin Matematik ve Matematik Ogretmeni Kavramlarina Iliskin Metaforik Algilari, 2. International Conference on New Trends in Education and Their Implications, 884-893.
  • Peker, M. & Mirasyedioğlu, Ş. (2003). Lıse 2. Sinif Ogrencilerinin Matematik Dersine Yonelik Tutumları ve Basarilari Arasindaki İliski, Pamukkale Universitesi Egitim Fakultesi Dergisi, 14(2), 157-166.
  • Richardson, F.C. & Suinn, R.M. (1972) . The Mathematies Anx.ieiy Rating Scala: Psychametric Data. Journal ofCaunseling Psyeling, 19, 551-554.
  • Saban, A. (2008). Okula Iliskin Metaforlar. Kuram ve Uygulamada Egitim Yonetimi Dergisi, 55, 459-496.
  • Sahin, B. (2013). Ogretmen Adaylarinin “Matematik Ogretmeni”, “Matematik” ve “Matematik Dersi” Metaforik Algilari, Mersin University Journal of the Faculty of Education, 9(1), 313-321.
  • Sengul, S., Katranci, Y. & Gerez Cantimer, G. (2014). Ortaokul Ogrencilerinin “Matematik Ogretmeni” Kavramina Iliskin Metafor Algilari. The Journal Of Academic Social Science Studies, 25(1), 89-111.
  • Vinson, B. (2001). A comparison of pre-service teachers mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29(2), 89-94.
  • Yenilmez, K. (2010). Ortaogretim Ogrencilerinin Matematik Dersine Yonelik Umutsuzluk Duzeyleri. Hacettepe Universitesi Egitim Fakultesi Dergisi, 38, 307-317.
  • Yildirim, A. ve Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri. 9.Baski, Ankara: Seckin Yayincilik.

Ortaokul Öğrencilerinin Matematik Öğretmeni ve Matematik Dersine Yönelik Metaforik Algılarının İncelenmesi

Year 2017, Volume: 25 Issue: 6, 2283 - 2294, 15.11.2017

Abstract

Bu araştırmanın temel amacı ortaokul öğrencilerinin “matematik öğretmeni” ve
“matematik dersi” kavramlarına ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmaktır.
Bu araştırma nitel olarak desenlenmiş ve olgubilim (fenomenoloji) araştırma modeli kullanılmıştır. Bu araştırmada araştırma sürecinde üzerine odaklanılan olgu ortaokul
öğrencilerinin matematik öğretmeni ve matematik dersi hakkındaki düşüncelerini metafor
yardımı ile nasıl kavramsallaştırdıkları olarak belirlenmiştir. Matematik dersine yönelik ve
matematik öğretmenine yönelik tutumlar karşılıklı olarak birbirini etkilemektedir. Ayrıca 6.sınıf
öğrencileri matematik dersini fen dersine benzetmektedirler. Bu durumun ortaya çıkmasında,
6.sınıf Fen ve Teknoloji dersi müfredatının sayısallığının fazla olması ve bu nedenle de matematik
dersinde işlenen konuların fen dersinde de öğrencilerin karşısına sık sık çıkması etkili olmuştur.
Elde edilen bu sonuçlar doğrultusunda alana katkı sağlaması adına; öğrencilerin belli bir
bölümünün zihninde oluşan matematik dersinin zor ve sıkıcı bir ders olduğu algısına neden
olan gerçek faktörlerin araştırılması önerisinde bulunulabilir.

References

  • Achinstein, B., & Barrett, A. (2004). (Re) Framing Classroom Context: How Teachers and Mentors View Diverse Learners and Challenges of Practise. Teachers College Record, 16(4), 716-746.
  • Bagaka’s, J. G. (2011). The role of teacher characteristics and practices on upper secondary school students’ mathematics self-efficacy in nyanza province of Kenya: A multilevel analysis. International Journal of Science and Mathematics Education, 9, 817-842.
  • Balci, A. (2013). Sosyal Bilimlerde Arastirma Yontem, Teknik ve Ilkeler. 10.Baski. Ankara: Pegem Akademi.
  • Botha, E. (2009). Why Metaphor Matters in Education. SouthA frican Journal of Education, 29, 431-444.
  • Eraslan, L. (2011). Sosyolojik Metaforlar. Akademik Bakis Dergisi. 27.
  • Giles, D. L. (2008). Exploring the teacher-student relationship in teacher education: A hermeneutic phenomenological inquiry. A thesis submitted to AUT University in fulfillment of the requirements for the degree of Doctor of Philosophy (PhD).
  • Guerreo, M. C. M. & Villamil, O. S. (2002). Metaphorical Conceptualizations of ELS Teaching and Learning. Language Teaching Research, 6(2), 95-120.
  • Guler, G., Akgun L., Ocal MF. & Doruk, M. (2012). Matematik Ogretmeni Adaylarinin Matematik Kavramina Iliskin Sahip Olduklari Metaforlar: Egitim ve OgretimA rastirmalari Dergisi, 2(1), 25-29.
  • Guveli, E., Ipek A. S., Atasoy E. & Guveli H. (2011). Sinif Ogretmeni Adaylarinin Matematik Kavramina Yonelik Metafor Algilari, Turkish Journal of Computer and Mathematics Education, 2(2), 140-159. Larson, R. Teacher-Student Relationships and Student Achievement. Retrieved 07 July 2015 from http://coe.unomaha.edu/moec/briefs/EDAD9550larson.pdf.
  • Martinez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as Blueprints of Thinking about Teaching and Learning. Teaching and Teacher Education, 8, 965-977.
  • Martino, P. D. (2010). ‘Maths and me’: Software Analysıs Of Narratıve Data About Attıtude Towards Math. Retrieved 31 May 2017 from http://ife.ens-lyon.fr/publications/edition-electronique/ cerme6/wg1-03-dimartino.pdf.
  • Miller, L.D.. ve Mitchell, c.E.. (1994). Mathematies Anxiety and Alternative Meihods of Evaluation, Journal of Instrneiional Psyehology, 21(4).
  • Mokhtar, S. F., Yusof, Z. M. & Misiran, M. (2012). factors affecting students’ performance in mathematics, Journal of Applied Sciences Research, 8(8), 4133-4137.
  • Oflaz, G. (2011). Ilkogretim Ogrencilerinin Matematik ve Matematik Ogretmeni Kavramlarina Iliskin Metaforik Algilari, 2. International Conference on New Trends in Education and Their Implications, 884-893.
  • Peker, M. & Mirasyedioğlu, Ş. (2003). Lıse 2. Sinif Ogrencilerinin Matematik Dersine Yonelik Tutumları ve Basarilari Arasindaki İliski, Pamukkale Universitesi Egitim Fakultesi Dergisi, 14(2), 157-166.
  • Richardson, F.C. & Suinn, R.M. (1972) . The Mathematies Anx.ieiy Rating Scala: Psychametric Data. Journal ofCaunseling Psyeling, 19, 551-554.
  • Saban, A. (2008). Okula Iliskin Metaforlar. Kuram ve Uygulamada Egitim Yonetimi Dergisi, 55, 459-496.
  • Sahin, B. (2013). Ogretmen Adaylarinin “Matematik Ogretmeni”, “Matematik” ve “Matematik Dersi” Metaforik Algilari, Mersin University Journal of the Faculty of Education, 9(1), 313-321.
  • Sengul, S., Katranci, Y. & Gerez Cantimer, G. (2014). Ortaokul Ogrencilerinin “Matematik Ogretmeni” Kavramina Iliskin Metafor Algilari. The Journal Of Academic Social Science Studies, 25(1), 89-111.
  • Vinson, B. (2001). A comparison of pre-service teachers mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29(2), 89-94.
  • Yenilmez, K. (2010). Ortaogretim Ogrencilerinin Matematik Dersine Yonelik Umutsuzluk Duzeyleri. Hacettepe Universitesi Egitim Fakultesi Dergisi, 38, 307-317.
  • Yildirim, A. ve Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri. 9.Baski, Ankara: Seckin Yayincilik.
There are 22 citations in total.

Details

Subjects Studies on Education
Journal Section Review Article
Authors

Sait Akbaşlı

Lütfi Üredi This is me

Hüseyin Yolcu

Pelin Kösece Loğoğlu This is me

Publication Date November 15, 2017
Acceptance Date May 31, 2017
Published in Issue Year 2017 Volume: 25 Issue: 6

Cite

APA Akbaşlı, S., Üredi, L., Yolcu, H., Kösece Loğoğlu, P. (2017). Analyzing The Metaphorical Perception of Secondary Education Students Related to Mathematics Teacher and Mathematics Course. Kastamonu Education Journal, 25(6), 2283-2294.

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