VISUAL ANALYSIS OF THE CLASSROOM TEACHER CANDIDATES’ METAPHORICAL PERCEPTIONS RELATED TO THE MATHEMATICS COURSE

Authors

  • Dilek Çağırgan Istanbul University-Cerrahpasa, Hasan Ali Yucel Faculty of Education, Turkey
  • Gülşah Batdal Karaduman Istanbul University-Cerrahpasa, Hasan Ali Yucel Faculty of Education, Turkey
  • Damla Sönmez Bursa Uludag University, Institute of Educational Sciences, Turkey

DOI:

https://doi.org/10.46827/ejes.v8i4.3671

Keywords:

mathematics lesson, classroom teacher candidates, visual metaphorical perception

Abstract

The aim of this study is to evaluate the classroom teacher candidates’ metaphorical perceptions about the mathematics course through the visuals they create. The sample of the study consists of 36 classroom teacher candidates studying at a state university in Istanbul. The case study, which is one of the qualitative research methods, was used as the research design of this study. As a data collection tool, the metaphorical perception form prepared by the researchers, which includes the instruction “Draw what comes to your mind first when we say mathematics lesson and explain the drawing you have created” was used. In the analysis of the data, the visuals created by the teacher candidates or the pictures they drew were analyzed in detail. The metaphors formed by the classroom teacher candidates within the scope of the sample have been grouped under 4 categories: affective situations, impact on life, school and classroom environment, mathematical expressions and concepts in line with the opinions of the experts. As a result of the study, it was seen that the classroom teacher candidates mostly expressed the school and the classroom environment related to the mathematics lesson. In addition, it was found that mathematical expressions and concepts were also found to be an effective factor related to mathematics lesson by teacher candidates. Another finding is the association between mathematics lesson and daily life. Expressions such as being happy-unhappy, anxiety, confusion, and love when it comes to mathematics lessons are also the findings in the affective states category. Recommendations for the research and researchers were given by discussing the research findings.

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Author Biographies

  • Dilek Çağırgan, Istanbul University-Cerrahpasa, Hasan Ali Yucel Faculty of Education, Turkey
    Dilek Çağırgan is an Assoc. Prof. at Istanbul University-Cerrahpasa, Hasan Ali Yucel Faculty of Education, Turkey. She is currently working at the Science and Mathematics Education Department at the same university. She works on mathematics education. Her interests are in differential equations, new approaches in education, math learning and teaching approaches.
  • Gülşah Batdal Karaduman, Istanbul University-Cerrahpasa, Hasan Ali Yucel Faculty of Education, Turkey
    Gülşah Batdal Karaduman is an Assist. Prof. at Istanbul University-Cerrahpaşa. She completed her graduate studies at Hasan Ali Yücel Faculty of Education, Department of Elementary Teacher Education and Elementary Mathematics Teaching, of Istanbul University. She finished her master's degree at the Department of Elementary Teacher Education at Istanbul University Education Institute. The topic of her thesis was "The Evaluation of Elementary School Mathematics Program in The Direction of Teacher Opinions". She completed her doctoral studies (PhD) at the Department of Special Education of the same university. The topic of her thesis was “The Effects of Differentiated Geometry Curriculum for Fifth Grade Gifted and Talented Students on Creative Thinking, Spatial Ability Level and Achievement”. She has presented papers at various international and national conferences on elementary education, mathematics teaching, creativity, special education, gifted and talented students, high level thinking skills and have written articles / sections for national and international publications. Also, she gives lessons at undergraduate, graduate and doctoral degrees about these topics. She made serious contributions to special education and mathematics education in Turkey. She took part in various projects as an assistant, researcher and teacher.
  • Damla Sönmez, Bursa Uludag University, Institute of Educational Sciences, Turkey
    Damla Sönmez is a PhD student at Bursa Uludag University, Institute of Educational Sciences, Turkey. She works on mathematics education. Her interests are in math games, problem solving.

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2021-04-09

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Vol. 8 No. 4 (2021)

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