Abstract:

The aim of this study is to reveal the metaphoric perceptions of the students of primary school 4th grade related to mathematics with visual. The examples of the study consist of 39 primary school 4th-class students who are studying in a state school located in Istanbul or Bakırköy district in the 2017-2018 educational year. The research method is used as a method of research. As a data collection tool, when you tell students about math lessons, the first thing you think is that you draw written papers. In the analysis of the data, the images created by the students or the images they draw were detailed. The metaphors created by the students were gathered under 4 main titles as a result of the opinions received from the experts. Under the titles of Emotional Conditions, Life Effects, School and Class Environment, Mathematical Expressions and Concepts, all the metaphors that students form are collected. The research has found that students see mathematics connected to the school environment and only as a tool for the course they learn, but also that mathematics course affects the student’s emotional conditions. In the category of emotional situations, girls students create more negative metaphors, while in the category of life impact, the metaphors that girls create are equal to positive or negative.

Abstract:

The aim of this study is to reveal the metaphorical perceptions of 4th grade students in mathematics related to visual materials. The sample of the study consisted of 39 primary school 4th grade students who were studying in a public school in Bakırköy district of İstanbul in the 2017-2018 academic year. A case study which is one of the qualitative research methods is used as research design. As a means of collecting data, students were given written papers on the subject of mathematics. In the analysis of the data, the visuals or drawings of the students were examined in detail. The metaphors formed by the students were gathered under 4 main titles as a result of the opinions taken from the experts. All the metaphors formed by the students were collected under the headings of affective situations, impact on life, school and classroom environment, mathematical expressions and concepts. At the end of the study, it was seen that the students perceived mathematics as a tool of the course they learned and also affected the students' emotions. In the affective situations category, while female students create more negative metaphors, the metaphors formed by girls in the life effect category are equal or negative.

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