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Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions.
- Source :
- Educational Studies in Mathematics; Nov2010, Vol. 75 Issue 2, p131-152, 22p, 2 Illustrations, 3 Diagrams, 11 Charts
- Publication Year :
- 2010
-
Abstract
- This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation: What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The theoretical framework was based on embodied cognition theory. Our findings include teachers' expressions that suggest, among other ideas: (1) orientation metaphors, such as 'the abscissa axis is horizontal'; (2) fictive motion, such as 'the graph of a function can be considered as the trace of a point that moves over the graph'; (3) ontological metaphors; and (4) interaction of metaphors. We also show that teachers were not aware of using metaphors. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00131954
- Volume :
- 75
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Educational Studies in Mathematics
- Publication Type :
- Academic Journal
- Accession number :
- 54286054
- Full Text :
- https://doi.org/10.1007/s10649-010-9247-4