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Using Metaphors to Unpack Student Beliefs About Mathematics
Author(s) -
Schinck Amélie G.,
Neale Henry W.,
Pugalee David K.,
Cifarelli Victor V.
Publication year - 2008
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2008.tb17845.x
Subject(s) - mathematics education , ninth , theme (computing) , class (philosophy) , metaphor , exploratory research , thematic analysis , tracking (education) , reflection (computer programming) , qualitative research , pedagogy , psychology , computer science , sociology , social science , linguistics , philosophy , physics , artificial intelligence , programming language , acoustics , operating system
This paper reports on an exploratory study of the mathematical beliefs of a group of ninth and tenth grade students at a large, college preparatory, private school in the Southeastern United States. These beliefs were revealed using contemporary metaphor theory. A thematic analysis of the students' metaphors for mathematics indicated that students had well developed and complex views about mathematics including math as: an Interconnected Structure, a Hierarchical Structure, a Journey of Discovery, an Uncertain Journey, and a Tool. Another prevalent theme revealed by the metaphors was that students believe perseverance is needed for success in mathematics. The data also suggest an impact of gender and tracking on students beliefs about mathematics. Creating metaphors for mathematics provided a catalyst for student reflection, class discussion, and qualitative data, which could aid program evaluation. Several areas for future research were identified through this exploratory study.