id: 05668617
dt: j
an: 2010c.00109
au: Schinck, Amelie G.; Neale, Henry W., Jr.; Pugalee, David K.; Cifarelli,
Victor V.
ti: Using metaphors to unpack student beliefs about mathematics.
so: Sch. Sci. Math. 108, No. 7, 326-333 (2008).
py: 2008
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: C23 C63
ut: student beliefs; figurative language; grade 10; student attitudes; grade 9;
mathematical concepts; gender differences; track system; secondary
school mathematics; high school students; mathematics achievement;
educational research
ci:
li: doi:10.1111/j.1949-8594.2008.tb17845.x
ab: Summary: This paper reports on an exploratory study of the mathematical
beliefs of a group of ninth and tenth grade students at a large,
college preparatory, private school in the Southeastern United States.
These beliefs were revealed using contemporary metaphor theory. A
thematic analysis of the studentsâ€™ metaphors for mathematics
indicated that students had well developed and complex views about
mathematics including math as: an Interconnected Structure, a
Hierarchical Structure, a Journey of Discovery, an Uncertain Journey,
and a Tool. Another prevalent theme revealed by the metaphors was that
students believe perseverance is needed for success in mathematics. The
data also suggest an impact of gender and tracking on students beliefs
about mathematics. Creating metaphors for mathematics provided a
catalyst for student reflection, class discussion, and qualitative
data, which could aid program evaluation. Several areas for future
research were identified through this exploratory study. (ERIC)
rv: