High School Students’ Metaphors about Geometry

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dc.creatorHORZUM, Tuğba
dc.creatorYILDIRIM, Goncagül
dc.date2016-12-27T00:00:00Z
dc.date.accessioned2020-10-19T09:05:31Z
dc.date.available2020-10-19T09:05:31Z
dc.descriptionIn this study, it is aimed to reveal the high school students’ perceptions about the geometry. For this, 166 high school students were asked to complete the question “Geometry is similar to…, because…” by writing what geometry means for the them and why. As a result of the data analysis, it was found that 49 different valid metaphors were developed by 166 high school students. These metaphors were grouped under 10 categories. In conclusion, it is determined that the majority of the participants have a positive or neutral perception and that about one-quarter of the participants have a negative perceptions about geometry. With the categories including positive or neutral connotations about geometry, the participants emphasized the aspects of geometry being an indicator of intelligence and mind, comprising the terms, figures and operations, being in the nature, having a part-whole relationship and having fun. Lastly, with the categories including negative connotations about geometry, the participants emphasized the aspects of geometry being complex, difficult, boring and unlimited.
dc.formatapplication/pdf
dc.identifierhttps://dergipark.org.tr/tr/pub/maeuefd/issue/26849/282361
dc.identifier
dc.identifier.urihttps://hdl.handle.net/11672/3798
dc.publisherMehmet Akif Ersoy University
dc.publisherMehmet Akif Ersoy Üniversitesi
dc.relationhttps://dergipark.org.tr/tr/download/article-file/264210
dc.sourceIssue: 40en-US
dc.source1302-8944
dc.sourceMehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
dc.titleHigh School Students’ Metaphors about Geometrytr-TR
dc.typeinfo:eu-repo/semantics/article

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Mehmet Akif Ersoy University Journal of Education Faculty