Abstract
In this study, the representations used in the definition of mathematical terms in elementary school math textbooks were analyzed from a metaphorical point of view. The definition representations of 172 mathematical terms presented in the curriculum were analyzed by type of metaphor and classified according to their nature of shared attributes, Pictorial representation, Analog/target abstraction, Extent of mapping, composition of the situation and type of figurative reference. The analysis showed that there were many parables that shared structural properties, metaphors using pictorial representations, concrete metaphors, enriched metaphors, and there were no references to ‘a metaphor' in the text. Although attempts have been made to easily express the concept according to the cognitive level of elementary school students, it is necessary to introduce several easy and concrete student-centered metaphors and to understand the concept of clearer mathematical terms by combining pictorial representations.
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