Incidence of Metaphorical Language in Learning Irrational Numbers: A Case Study

Abstract

This study delves into the crucial role of metaphors in classroom communication and their impact on student learning. It followed three goals. The first was to analyze the presence of metaphorical language in teaching abstract mathematical concepts within the context of seventh-grade classes at the Pablo Sexto Educational Institution in Dosquebradas, Colombia. This objective aims to identify the type of metaphors used in the classroom language of the teacher to facilitate comprehension of abstract concepts and to understand how these metaphors influence the students’ understanding of such concepts. The second objective was to evaluate the impact of using metaphorical language on the students’ understanding of the irrational number concept. This involves examining how the teacher’s metaphoric phrases affect the understanding and retention of abstract mathematical concepts, as well as identifying their strengths and weaknesses. Third goal seeks to establish links between the presence or absence of metaphors and students’ perceptions of their own understanding, considering whether metaphorical language contributes or hinders the conceptual clarity of mathematical content. Employing qualitative research tools, the study revealed a noteworthy presence of metaphors in the teachers’ discourse. This study stands as a promising starting point for future research endeavors in this field, while concurrently serving as a valuable tool to enhance teaching practices in mathematics education. Armed with an awareness of how metaphors can shape students’ comprehension, teachers can optimize their educational approaches and thereby contribute to their students’ academic accomplishments. In conclusion, this study emphasizes the paramount importance of metaphors in educational communication and their pivotal role in shaping the teaching and learning processes. By diligently considering the influence of metaphors on students’ understanding, educators can refine their pedagogical practices and make a profound contribution to their students’ academic achievements, not only in mathematics but also in various academic disciplines.

Keywords: conceptual metaphor, incidence of language, metaphorical language, teaching irrational numbers.

https://doi.org/10.55463/issn.1674-2974.50.7.21