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A phenomenological design within a qualitative research approach was used, employing criterion sampling to form the study group of 143 volunteer students from a public middle school in the Onikişubat district during the 2025–2026 academic year. Students completed sentence prompts linking mathematics to everyday domains, and the collected data were analyzed via content analysis. Results show 264 metaphors across nine categories, dominated by negative metaphors, organized into value, perception, and emotion themes. Findings indicate perception themes were most frequent, followed by emotion and value themes, with negative affect (difficulty, complexity, dislike, fear) prominent particularly in perception and emotion. Considering generally negative affective characteristics, the study recommends integrating these insights into mathematics instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-middle-school-students-affective-characteristics-towards-mathematics-through-metaphors-research-article/154597/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-middle-school-students-affective-characteristics-towards-mathematics-through-metaphors-research-article/154597.png","ImageObject",300,407,{"name":92,"@type":93},"Caleb Sterling","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-07","2026-08-28",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the study designed to examine students’ affective characteristics towards mathematics?","Question",{"text":112,"@type":113},"The research used a phenomenological design as a qualitative research method, and criterion sampling was applied to determine the study group.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected from the middle school students?",{"text":117,"@type":113},"Students completed prompts of the form: “If mathematics were a color/season/weather/game or toy/food/animal/music genre/sport/cartoon character, it would be … Because ….”",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about students’ metaphors and affective themes?",{"text":121,"@type":113},"Students produced 264 metaphors in nine categories, mostly negative. The metaphors were grouped into three themes—value, perception, and emotion—with perception most frequent, followed by emotion and value, and negative affect (difficulty, complexity, dislike, fear) prominent especially in perception and emotion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},154597,1787895292,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962084925290,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","[http://www.tayjournal.com](http://www.tayjournal.com)[ ](http://www.tayjournal.com)[https://dergipark.org.tr/en/pub/tayjournal](https://dergipark.org.tr/en/pub/tayjournal)  \nExamining Middle School Students’ Affective Characteristics Towards Mathematics Through  \nMetaphors  \n Gökhan Çadırlı, Dr., Corresponding Author Ministry of National Education, Türkiye [cadirli_gokhan@hotmail.com](cadirli_gokhan@hotmail.com)[ ](cadirli_gokhan@hotmail.com)[Orcid ID: 0000-0002-3940-7516](Orcid ID: 0000-0002-3940-7516)  \n Mustafa Gül, Dr.  \nKahramanmaraş Sütçü İmam University, Türkiye [mstfgl24@gmail.com](mstfgl24@gmail.com)  \nOrcid ID: 0000-0001-7641-3256  \nArticle Type: Research Article  \nReceived Date: 27.04.2026  \nRevised Date: 23.07.2026  \nAccepted Date: 25.07.2026  \nPublished Date: 31.07.2026  \nPlagiarism: This article has been reviewed by at least two referees and scanned via a plagiarism software Doi: 10.29329/tayjournal.2026.1467.03  \nCitation: Çadırlı, G., & Gül, M. (2026) . Examining middle school students’ affective characteristics towards mathematics through metaphors. Türk Akademik Yayınlar Dergisi (TAY Journal), 10(2), 240-274.  \n\n| Abstract |\n| --- |\n| The aim of this research is to reveal the affective characteristics of middle school students towards mathematics through metaphors. The research was conducted using a phenomenological design, a qualitative research method. Criterion sampling, a type of purposeful sampling, was used to determine the study group. The study group consists of 143 volunteer students attending a public middle school in the Onikişubat district of Kahramanmaraş province during the 2025-2026 academic year. Data were collected by having students complete the sentence: “If mathematics were a color/season/weather/game or toy/food/animal/music genre/sport/cartoon character, it would be ……… Because ……….” The data obtained in the research were analyzed using content analysis. As a result of the research, it was observed that students produced 264 metaphors in nine different categories. It was determined that students mostly produced negative metaphors. Based on students’explanations, the metaphors were categorized into three themes (value, perception, and emotion) within the context of affective characteristics. The analyses revealed that the metaphors produced by the students were mostly concentrated on perception themes, followed by emotion and value themes, respectively. Furthermore, when the codes derived from the students’ explanations ofthe metaphors were examined, it was observed that negative affective characteristics (difficulty, complexity, dislike, fear) were prominent, especially in the perception and emotion themes. Considering that students’affective characteristics towards mathematics are generally negative, it can be suggested that these characteristics should be taken into account when teaching mathematics in the classroom. |\n| Keywords: Mathematics, metaphor, affective characteristics, middle school students. |\n\nIntroduction  \nLearning mathematics is a cognitive endeavor, but as with other cognitive domains, affective characteristics can also play a significant role in students’ decisions about the extent to which they will pursue mathematics in the future and how they will approach the mathematical content they study (Reyes, 1984) . Affective characteristics such as students valuing mathematics and having confidence in their own abilities are considered crucial in improving the quality of mathematics education (National Council of Teachers of Mathematics [NCTM], 1989). Since affective issues play a central role in mathematics learning and teaching (McLeod, 1992), mathematics teaching represents a multidimensional process encompassing not only the development of students’ cognitive skills but also the development of their affective characteristics such as attitudes, interests, confidence, anxiety, self-efficacy, and motivation towards mathematics. Research has shown that affective character","cbCaif2fNpHepipJ","https://ap.wps.com/l/cbCaif2fNpHepipJ","pdf",731604,35,"English","# Abstract\n# Introduction\n## Affective characteristics and the role of emotion in mathematics\n## Revealing affective characteristics through tools and metaphors\n# Method (from abstract)\n## Research design and sampling\n## Data collection instrument\n## Data analysis\n# Results (from abstract)\n## Number and categories of metaphors\n## Themes: value, perception, emotion\n## Predominant negative affective characteristics\n# Implications (from abstract)","[{\"question\":\"How was the study designed to examine students’ affective characteristics towards mathematics?\",\"answer\":\"The research used a phenomenological design as a qualitative research method, and criterion sampling was applied to determine the study group.\"},{\"question\":\"How were data collected from the middle school students?\",\"answer\":\"Students completed prompts of the form: “If mathematics were a color/season/weather/game or toy/food/animal/music genre/sport/cartoon character, it would be … Because ….”\"},{\"question\":\"What were the main findings about students’ metaphors and affective themes?\",\"answer\":\"Students produced 264 metaphors in nine categories, mostly negative. The metaphors were grouped into three themes—value, perception, and emotion—with perception most frequent, followed by emotion and value, and negative affect (difficulty, complexity, dislike, fear) prominent especially in perception and emotion.\"}]","Ortaokul Öğrencilerinin Matematiğe Yönelik Duyuşsal Özelliklerinin Metaforlar Aracılığıyla İncelenmesi - Araştırma Makalesi | PDF",88]