Abstract:

Teachers' thoughts on mathematics play an important role in the interaction with children, in time planning, method-technical choice, in the determination of learning situations such as the choice of activities and the application. From this point, the study is aimed at studying the perceptions of pre-school teacher candidates towards the concepts of "matematics" and "matematics teaching" through metaphors. The model of the research is carried out according to the factual scientific pattern from the quality research patterns. The study included 132 teachers candidates who are studying in the Department of Pre-School Education of a state university in the 2019-2020 academic year. The data is like "Matematics ..." in order to determine the perceptions of pre-school teacher candidates regarding math and math teaching. Because...” “Mathematics is like teaching.” Because, “.......” the sentences have been directed. The data of the research was analyzed through the content analysis method. According to the results obtained, pre-school teachers candidates produced 87 metaphors for the concept of "matematics" and 101 metaphors for the concept of "matematics teaching". These produced metaphors are categorized taking into account common characteristics and comparison aspects. There are a total of 12 categories for the concept of mathematics, including need, difficulty, desire/sensation, pleasant/pleasant, eternity and other categories, need for the concept of mathematics, difficulty, effort/strength, pleasant/pleasant, emotion and other categories.

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