Current Science

Open Access Open Access  Restricted Access Subscription Access

The Importance of Metaphorical Thinking in the Teaching of Mathematics


Affiliations
1 Institute of Teacher Training and Education, STKIP Siliwangi, Cimahi, Jawa Barat, Indonesia
 

This communication assesses the relevance of metaphorical thinking in helping to develop students’ comprehension of mathematical concepts. It is of utmost importance to examine the role of metaphors in the understanding of mathematical concepts as well as how different types of metaphors can provoke interpretations of mathematical problems for students before looking at the relevance of metaphorical thinking in the teaching of mathematics. This acts as a basis for grasping the importance of metaphorical thinking in fostering the transition of mathematical perceptions to theory and its applicability to day-to-day life.

Keywords

Mathematical Concepts, Metaphors, Thinking, Teaching.
User
Notifications
Font Size

  • Lakoff, G. and Johnson, M., Metaphors We Live By, University of Chicago Press, Chicago, USA, 1980.

  • Lakoff, G. and Nunez, R., The metaphorical structure of mathematics: sketching out cognitive foundations for a mind-based mathematics. In Mathematical Reasoning: Analogies, Metaphors and Cognition: Bridging the Gap (ed. English, L.), Erlbaum, Mahwah, NJ, USA, 1997.

  • Nunez, R. E., Edwards, L. D. and Matos, J. F., Embodied cognition as grounding for situatedness and context in mathematics education. Educ. Stud. Math., 1999, 39(1–3), 45–65.

  • Mish, F. C., Webster’s Ninth New Collegiate Dictionary, MerriamWebster, Springfield, MA, USA, 1991.

  • Presmeg, N. C., Ethno-mathematics in teacher education. J. Math. Teach. Educ., 1998, 1(3), 317–339.

  • Cope, E. M. and Sandys, J. E. (eds), An Introduction to Aristotle’s Rhetoric, with Analysis, Notes, and Appendices 1818–1873, 1867, Cambridge University Press, 2010.

  • Black, M., Models and Metaphors, Studies in Language and Philosophy, Cornell University Press, New York, 1962.

  • Sriraman, B. and English, L. D., Theories of mathematics education: a global survey of theoretical frameworks/trends in mathematics education research. ZDM – Int. J. Math. Educ., 2005, 37(6), 450–456.

  • Perry, C. and Cooper, M., Metaphors are good mirrors: reflecting on change for teacher educators. Reflect. Pract., 2001, 2(1), 41–52.

  • Lakoff, G. and Nunez, R., Where Mathematics Comes From: How the Embodied Mind, 2000.

  • Johnson, J. L., Teaching and Learning Mathematics: Using Research to Shift from the ‘yesterday’ Mind to the ’tomorrow’ Mind, Office of Superintendent of Public Instruction, 2000.

  • Greenfield, P., A theory of the teacher in the learning activities of everyday life. In Everyday Cognition: Its Development in Social Context (eds Rogoff, B. and Lave, J.), 1984, pp. 116–138.

  • Alexander, J. E., Teaching Reading, Scott, Foresman & Co, Illinois, USA, 1988.

  • Nolan, J. F., Reading in the Content Areas: Research for Teachers, International Reading Association, Newark, Delaware, USA, 1984.

  • Shuard, H., Spoken Language in Primary Mathematics, Homerton College, Cambridge, UK, 1983.

  • Munby, H., The dubious place of practical arguments and scientific knowledge in the thinking of teachers. Educ. Theory, 1987, 37, 361–368.

  • Tobin, K., Changing metaphors and beliefs: a master switch for teaching? Theory into Practice, 1990, 29(2), 122–127.

  • Fitzpatrick, M. and Ritchie, L., Communication schemata within the family: multiple perspectives on family interaction. Human Commun. Res., 1994, 20(3), 275–301.

  • Saban, A., Nazli Kocbeker, B. and Saban, A., Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learn. Instr., 2007, 17, 123–139; doi:10.1016/j.learninstruc.2007.01.003.

  • Marshall, C. R. and Ward, P. D., Sudden and gradual molluscan extinctions in the latest Cretaceous of western European Tethys. Science, 1996, 274, 1360–1363.

  • Schiffrin, D., Approaches to Discourse, Blackwell, Cambridge, MA, 1994.

  • Carreira, S., Where there’s a model, there’s a metaphor: metaphorical thinking in students’ understanding of a mathematical model. Math. Think. Learn., 2001, 3(4), 261–287.

  • Tammadge, A., Creativity, Presidential address to the Mathematical Association, The Mathematical Gazette, 1979, vol. 63, pp. 145–163.

  • Chiu, M. M., Using metaphors to understand and solve arithmetic problems: novices and experts working with negative numbers. Math. Think. Learn., 2001, 3(2–3), 93–124.

  • Wilson, P. S., Cooney, T. J. and Stinson, D. W., What constitutes good mathematics teaching and how it develops: nine high school teachers’ perspectives. J. Math. Teacher Educ., 2005, 8(2), 83–111.


Abstract Views: 379

PDF Views: 118




  • The Importance of Metaphorical Thinking in the Teaching of Mathematics

Abstract Views: 379  |  PDF Views: 118

Authors

Heris Hendriana
Institute of Teacher Training and Education, STKIP Siliwangi, Cimahi, Jawa Barat, Indonesia
Euis Eti Rohaeti
Institute of Teacher Training and Education, STKIP Siliwangi, Cimahi, Jawa Barat, Indonesia

Abstract


This communication assesses the relevance of metaphorical thinking in helping to develop students’ comprehension of mathematical concepts. It is of utmost importance to examine the role of metaphors in the understanding of mathematical concepts as well as how different types of metaphors can provoke interpretations of mathematical problems for students before looking at the relevance of metaphorical thinking in the teaching of mathematics. This acts as a basis for grasping the importance of metaphorical thinking in fostering the transition of mathematical perceptions to theory and its applicability to day-to-day life.

Keywords


Mathematical Concepts, Metaphors, Thinking, Teaching.

References





DOI: https://doi.org/10.18520/cs%2Fv113%2Fi11%2F2160-2164