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RESEARCH PAPER
Metaphoric beliefs of students engaged in dynamic mathematics lessons
1
University of Macau, MACAU
Publication date: 2022-09-17
EURASIA J. Math., Sci Tech. Ed 2022;18(10):em2169
KEYWORDS
contemporary metaphor theorydynamic mathematics lessonsbeliefsattitudesmetaphorsdynamic geometry software
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.
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