Metaphors for learning and doing mathematics in advanced mathematics lectures
Abstract The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Olsen, Joe [verfasserIn] |
|---|
| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Nature B.V. 2020 |
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| Übergeordnetes Werk: |
Enthalten in: Educational studies in mathematics - Springer Netherlands, 1968, 105(2020), 1 vom: 13. Aug., Seite 1-17 |
|---|---|
| Übergeordnetes Werk: |
volume:105 ; year:2020 ; number:1 ; day:13 ; month:08 ; pages:1-17 |
| Links: |
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| DOI / URN: |
10.1007/s10649-020-09968-x |
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Abstract The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we analyzed: Learning Mathematics is a Journey, Doing Mathematics is Work, Mathematics is Discovery, and Presenting Mathematics is a Story. We conclude the paper by discussing the implications of the metaphors that mathematicians use and students hear in their mathematics courses. © Springer Nature B.V. 2020 |
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Abstract The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we analyzed: Learning Mathematics is a Journey, Doing Mathematics is Work, Mathematics is Discovery, and Presenting Mathematics is a Story. We conclude the paper by discussing the implications of the metaphors that mathematicians use and students hear in their mathematics courses. © Springer Nature B.V. 2020 |
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Abstract The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we analyzed: Learning Mathematics is a Journey, Doing Mathematics is Work, Mathematics is Discovery, and Presenting Mathematics is a Story. We conclude the paper by discussing the implications of the metaphors that mathematicians use and students hear in their mathematics courses. © Springer Nature B.V. 2020 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">OLC2119401462</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230504170241.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">230504s2020 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10649-020-09968-x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2119401462</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s10649-020-09968-x-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="a">510</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">17,1</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Olsen, Joe</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0002-0225-0113</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Metaphors for learning and doing mathematics in advanced mathematics lectures</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Nature B.V. 2020</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we analyzed: Learning Mathematics is a Journey, Doing Mathematics is Work, Mathematics is Discovery, and Presenting Mathematics is a Story. 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