Metaphors for Learning Mathematics: An Interpretation Based on Learners’ Responses to an Exploratory Questionnaire on Mathematics and Learning

Oniccah Thibodi

doi:10.11648/j.ijsedu.20170506.11

Abstract

This paper is linked to some work that I have done in my PhD research, which is in progress. It shows metaphors that learners have about mathematics. These metaphors were investigated through a questionnaire with seven open-ended questionnaires. An inductive analysis of the learners’ metaphors for mathematics indicated that learners had well developed and complex metaphors about mathematics, mathematics learning, mathematics teaching and the mathematics teacher. Some mental images were formed: Firstly, the notion that mathematics learning is challenging and may involve anxiety; secondly, that perseverance is needed as continuing effort will bring reward; and lastly, that positive or negative mental images of mathematics are related to the perception of and the active versus passive role of the learner. Considering that the metaphors were collected from learners with an extensive engagement with mathematics learning, the endings would imply that these metaphors reﬂects the students’ mental images formed as a result of experiencing mathematics learning through the use of metaphors.

Highlights

By far the most common reason people give for disliking mathematics is that it has no meaning for them
The study in progress, identified the metaphors that mathematics learners used to describe their experiences with mathematics learning and explored the source of these metaphors
Some of the learners who participated in this study provided a wide range of metaphors which reflected the positives and negative mental images about mathematics

Summary

Introduction

By far the most common reason people give for disliking mathematics is that it has no meaning for them. A study of learners’ metaphors of mathematics would provide a means of accessing the beliefs that learners have about mathematics. Identifying and understanding learners’ metaphors for mathematics would provide mathematics teacher with insights into learners’ internalized mental images about mathematics. Such understandings could inform how beliefs can influence learners’ learning and understanding of mathematics (Leder, Pehkonen & Tomer, 2002). Many of the strategies proposed in such generally reformdriven curricula do little to change the nature of mathematics. This is perhaps due to the fact that the discipline of mathematics itself is inherently abstract. One strategy for making it more possible to think about mathematics is the use of metaphor, expressing one thing in terms of something else (Johnson, 1987)

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