A geometry teacher's use of a metaphor in relation to a prototypical image to help students remember a set of theorems

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Abstract

This article asks the following: How does a teacher use a metaphor in relation to a prototypical image to help students remember a set of theorems? This question is analyzed through the case of a geometry teacher. The analysis uses Duval's work on the apprehension of diagrams to investigate how the teacher used a metaphor to remind students about the heuristics involved when applying a set of theorems during a problem-based lesson. The findings show that the teacher used the metaphor to help students recall the apprehensions of diagrams when applying several theorems. The metaphor was instrumental for mediating students' work on a problem and the proof of a new theorem. The findings suggest that teachers' use of metaphors in relation to prototypical images may facilitate how they organize students' knowledge for later retrieval.

Original languageEnglish (US)
Pages (from-to)397-414
Number of pages18
JournalJournal of Mathematical Behavior
Volume32
Issue number3
DOIs
StatePublished - Sep 1 2013

Keywords

  • Diagrams
  • Didactic memory
  • Geometry
  • Metaphors
  • Prototypes
  • Secondary school mathematics
  • Teaching

ASJC Scopus subject areas

  • Applied Mathematics
  • Applied Psychology
  • Education

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