Abstract:

In this study, pre-service mathematics teachers' perceptions about mathematics concept were examined with the help of metaphors. Participants of the study consists of 337 primary and secondary school pre-service mathematics teachers studying in a faculty of education at a state university in Turkey. In the study, metaphors developed by each pre-service teacher for the concept of mathematics were classified according to their reasons and conceptual categories were formed. 80 metaphors were obtained as a result of data analysis and were grouped under 11 conceptual categories. Accordingly, it was found that most of the pre-service mathematics teachers perceived mathematics as an area needed in daily life, an area requiring intensive labor or an enjoying area. On the other hand, it was also found that conceptual categories consisting of the features related to the nature of mathematics, such as a large and developing area, an area containing many unknowns or a consecutive and cumulative area were occurred.  In addition, it was observed that very few mathematics teachers developed negative metaphors about mathematics. The category of an area needed in daily life was the most represented category by female and primary school pre-service teachers. Similarly, it was determined that a category of an enjoying area is with the highest number of male teachers and a category of requiring intensive labor is with the highest number of secondary school mathematics teachers.

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