Metaphoric beliefs of students engaged in dynamic mathematics lessons

Kan Kan Chan; Barry Lee Reynolds

doi:10.29333/ejmste/12463

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Kan Kan Chan ¹ ^* , Barry Lee Reynolds ¹

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¹ University of Macau, MACAU^* Corresponding Author

Abstract

Students’ beliefs and attitudes have a direct impact on their behavior and engagement in the learning of mathematics. This study examined students’ beliefs of dynamic mathematics lessons through the lens of the contemporary theory of metaphor. Participants of the study were grade 10 students in a Macao private secondary school. 51 students attended dynamic inquiry-based lessons and used dynamic geometry software. After the lessons, students’ attitudes of the dynamic lessons were uncovered using open-ended questions and a Likert-item questionnaire. Students held a polarized view regarding the dynamic mathematics lessons claiming they were rewarding but challenging. In order to develop students’ positive attitudes towards the dynamic mathematics lessons, teachers should plan more diversified pedagogy to meet the different learning approaches of students.

Keywords

contemporary metaphor theory
dynamic mathematics lessons
beliefs
attitudes
metaphors
dynamic geometry software

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2169

https://doi.org/10.29333/ejmste/12463

Publication date: 17 Sep 2022

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Article Downloads: 537

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How to cite this article

APA

Chan, K. K., & Reynolds, B. L. (2022). Metaphoric beliefs of students engaged in dynamic mathematics lessons. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2169. https://doi.org/10.29333/ejmste/12463

Vancouver

Chan KK, Reynolds BL. Metaphoric beliefs of students engaged in dynamic mathematics lessons. EURASIA J Math Sci Tech Ed. 2022;18(10):em2169. https://doi.org/10.29333/ejmste/12463

AMA

Chan KK, Reynolds BL. Metaphoric beliefs of students engaged in dynamic mathematics lessons. EURASIA J Math Sci Tech Ed. 2022;18(10), em2169. https://doi.org/10.29333/ejmste/12463

Chicago

Chan, Kan Kan, and Barry Lee Reynolds. "Metaphoric beliefs of students engaged in dynamic mathematics lessons". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 10 (2022): em2169. https://doi.org/10.29333/ejmste/12463

Harvard

Chan, K. K., and Reynolds, B. L. (2022). Metaphoric beliefs of students engaged in dynamic mathematics lessons. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2169. https://doi.org/10.29333/ejmste/12463

MLA

Chan, Kan Kan et al. "Metaphoric beliefs of students engaged in dynamic mathematics lessons". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 10, 2022, em2169. https://doi.org/10.29333/ejmste/12463