Abstract
This research is aimed to examine the perceptions of secondary school seventh and eighth grade students about new generation mathematics questions through metaphors. This phenomenological study seeks to discover the metaphors and their origins for new generation mathematics questions. The research involved 350 students enrolled in seventh and eighth grades from secondary schools through criterion-sampling. The students were asked to come up with three metaphors as well as their justifications to reveal their perceptions on new generation mathematics questions. The metaphors were analyzed thorugh content analysis method to discover the underlying meanings behind their perceptions. The findings suggest that the perceptions of the students can be grouped under four main themes as complicated, troublesome, motivating, and comprehensive. The complicated theme highlights that students find these questions incomprehensible, insurmountable, and ambiguous. The troublesome theme underscores the difficulty students associate with new generation mathematics questions. Interestingly, some students find new generation mathematics questions motivating. They see these questions as realistic, instructive, manageable, and even entertaining. The perception of new generation mathematics questions as comprehensive implies that they cover a broad range of topics or require students to consider various aspects when solving them. These findings indicate that students have diverse opinions and experiences when it comes to new generation mathematics questions. While some may find them daunting and complex, others see them as stimulating and relevant to their learning.
Published Version
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