Abstract:

This research aims to determine the perceptions of 6th-grade school students toward new-generation mathematics problems through metaphors. In this study, a qualitative research methodology was used. The participants consisted of sixty-seven 6th-grade students studying in a public school. In order to uncover the students' perceptions of the new generation of math problems, the data were gathered using an open-ended questionnaire form that included a statement that, "New generation math problems are like.... Because...". The data were analyzed according to the content analysis technique. The study produced 75 metaphors and 11 categories that described how sixth-grade middle school students perceived the new generation mathematics problems. The most common metaphors were "difficult" and "complex". The study revealed that students' negative perceptions of new-generation mathematics were more common than previously thought. In light of the findings, some suggestions were made to the teacher, program maker, and book writers.

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