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Participants were asked to complete a prompt in the form “Geometry is like/similar to…, because…”, producing metaphors from 120 voluntary preservice teachers. Metaphors were analyzed in three phases: identifying the subject and source, and evaluating the relationship between them. Reliability reached 97%. The most frequent metaphors were “puzzle” and “space”, yielding 11 categories, showing geometry as “difficult” and “complex” yet also “entertaining”.",{"@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/pre-service-primary-school-teachers-metaphoric-perceptions-about-geometry/588187/",{"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/pre-service-primary-school-teachers-metaphoric-perceptions-about-geometry/588187.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were the pre-service teachers’ metaphoric perceptions about geometry collected?","Question",{"text":112,"@type":113},"Pre-service teachers completed sentence prompts stating that “Geometry is like/similar to…, because…”. Their metaphor statements were then gathered for analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the metaphors analyzed in the study?",{"text":117,"@type":113},"The researchers analyzed metaphors in three phases: determining the subject, determining the source, and evaluating the relationship between source and subject.",{"name":119,"@type":110,"acceptedAnswer":120},"What metaphors were most commonly used and what did they suggest?",{"text":121,"@type":113},"The most frequently used metaphors were “puzzle” and “space”. Overall, results indicated that pre-service teachers viewed geometry as “difficult” and “complex” but also “entertaining”, involving relations between parts and whole.","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},588187,1792171137,{"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":19,"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":144,"read_time":41,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PRE-SERVICE PRIMARY SCHOOL TEACHERS’METAPHORIC PERCEPTIONS ABOUT GEOMETRY  \nNihan SAHINKAYA, Cigdem KILIC  \nAbstract: Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was“Geometry is like/similar to…, because…”. The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1) and source (2) of the metaphor, and evaluating the relationship (3) between the source and subject. The responses of the participants were evaluated by the researchers, whose reliability was obtained as 97% using the reliability formula provided by Miles and Huberman (1994) . The most commonly used metaphors were “puzzle” and “space”  \namong the total 71 different metaphors generated by the pre-service teachers. These metaphors were classified into 11 categories under the titles of “feature” and “feeling”. Results illustrated that pre-service teachers generally reflected geometry as “difficult” and “complex” but “entertaining”  \ninvolving the relations between part and whole.  \nKey words: Geometry, metaphor, pre-service teachers, metaphor analysis  \n1. Introduction  \nOne of the important subdomains of mathematics, geometry deals with the relationships between point, linear, planar shapes, space, and spatial shapes and is interested in dimentions, such as, geometric shapes, length, aperture, area and volume (Baykul & Aşkar, 1987) . Learning of geometry starts with children's ability to see and know the physical world around them, and then continues with the geometrical thinking (Ubuz, 1999) . There are many reasons why geometry is considered as one of the most significant sub-branches of mathematics. Sherard (1981, pp. 19-21) explains the importance of geometry as follows;  \n• Geometry plays an important role in communication as many geometrical terms are used in daily speaking and writing language.  \n• Geometry is important in finding solutions to the problems we encounter in daily life.  \n• Geometry is an intrinsic part of other sub-branches of basic mathematics.  \n• Geometry integrates other sub-branches of mathematics, adding visuality to the expression of arithmetic, algebra and statistics.  \n• Thanks to its features, geometry also provides a spatial perception power to humans.  \n• Geometry is a tool stimulating the mind, improving thinking and developing problem-solving skills. Geometrical concepts and their interrelationships emerge in many areas of industry, architecture and interior architecture. Therefore, geometry must be an integral part of the mathematics program (Burns, 2000). Geometry topics have an important place in the elementary school (1st-4th grades) mathematics curriculum in Turkey. According to Altun (2000), in the teaching of geometry, it is very important to equip the children with knowledge about properties, shapes, generalizations, classification, and drawing and to make children perform applications of the acquired knowledge. The knowledge of  \nteachers who teach the geometry subjects is also important. Studies examining the knowledge of preservice teachers about geometry have determined a low level of readiness for geometry and geometric thinking (Duatepe Paksu, 2013), a low level of knowledge and problem solving about geometric objects (Gündüz, Bulut & Dündar, 2017), a weak knowledge of geometry field (Bütüner 2017), and misconceptions in defining and exemplifying of geometrical objects. People's views on geometry also enable them to explain and analyze their own worlds (Van de Walle, 2013) . Hence, determining the perceptions of teachers who will teach the geometry-related subjects and their knowledge o","cbCaiccKBiAMxC4U","https://ap.wps.com/l/cbCaiccKBiAMxC4U","pdf",371335,12,"English","# 1. Introduction\n## Geometry as a Key Subdomain of Mathematics\n## Role of Metaphors in Revealing Perceptions\n## Conceptual Framework and Metaphor Use in Education","[{\"question\":\"How were the pre-service teachers’ metaphoric perceptions about geometry collected?\",\"answer\":\"Pre-service teachers completed sentence prompts stating that “Geometry is like/similar to…, because…”. Their metaphor statements were then gathered for analysis.\"},{\"question\":\"How were the metaphors analyzed in the study?\",\"answer\":\"The researchers analyzed metaphors in three phases: determining the subject, determining the source, and evaluating the relationship between source and subject.\"},{\"question\":\"What metaphors were most commonly used and what did they suggest?\",\"answer\":\"The most frequently used metaphors were “puzzle” and “space”. Overall, results indicated that pre-service teachers viewed geometry as “difficult” and “complex” but also “entertaining”, involving relations between parts and whole.\"}]","PRE-SERVICE PRIMARY SCHOOL TEACHERS’ METAPHORIC PERCEPTIONS ABOUT GEOMETRY | PDF",1792064716]