METAPHORICAL REPRESENTATIONS OF THE CONCEPT OF INFINITY IN SECONDARY SCHOOL STUDENTS AND PROSPECTIVE TEACHERS
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https://doi.org/10.5281/zenodo.15737620Keywords:
Infinity, metaphor, prospective teachers, middle school studentsAbstract
In education, metaphors are not merely considered a linguistic approach but also conceptual and cognitive structures. In this context, metaphors are not just linguistic expressions but also have a dimension related to thought and understanding. Given the potential of metaphors to facilitate the comprehension of mental representations of concepts, it is anticipated that they could serve as an effective tool for understanding abstract and complex concepts such as infinity. This study aims to examine the metaphorical images of middle school students and teacher candidates regarding the concept of infinity. Metaphorical images were comparatively analyzed based on educational level and gender. For this purpose, data collected from 488 participants were evaluated. The meaningful data obtained were analyzed within the theoretical framework of conceptual metaphor theory. Participants' written responses were examined in detail in the context of the target domain, the source domain, and the relationship between these two domains. The analysis results reveal that a significant proportion of participants experienced difficulties in the metaphorical reasoning process regarding the concept of infinity. Participants predominantly generated metaphorical images in the emotional-spiritual infinity category, while they produced the least in the mathematical infinity category. Moreover, participants' tendency to explain infinity metaphorically as a potential process aligns with the historical development of the concept of infinity. In light of these findings, it is recommended that metaphorical perceptions of infinity be examined in detail across different age groups, professions, and disciplines.
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