If Mathematics Were a Color ...

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Ohio Council of Teachers of Mathematics

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Students' beliefs, attitudes, emotions, and values toward a subject not only influence their interests and achievement, but also their actions such as their choices of course work, major, and career. In this study, middle school, high school, and college students' affective responses and perspectives toward mathematics were observed by using metaphors. The outcomes of the use of metaphors to learn about students' affective domains not only revealed the nature of students' affective domains regarding mathematics, but also students' justifications for those affective perceptions. Therefore, another aim of this paper is to model how teachers and researchers might categorize and interpret students' responses to reflect on not only the nature of students' affective tendencies, but also the reasoning behind them.




Ohio Journal of School Mathematics, no. 62 (2010), 5-10.