A conceptual metaphor framework for the teaching of mathematics

被引：4
|
作者：
Danesi M. [1 ]
机构：
[1] Program in Semiotics and Communication Theory, Victoria College, University of Toronto, Toronto
来源：
Studies in Philosophy and Education | 2007年 / 26卷 / 3期
关键词：
Conceptual metaphor theory; Mathematics education; Metaphor; Semiotics; Word problems;
D O I：
10.1007/s11217-007-9035-5
中图分类号：
学科分类号：
摘要：
Word problems in mathematics seem to constantly pose learning difficulties for all kinds of students. Recent work in math education (for example, [Lakoff, G. & Nuñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books]) suggests that the difficulties stem from an inability on the part of students to decipher the metaphorical properties of the language in which such problems are cast. A 2003 pilot study [Danesi, M. (2003a). Semiotica, 145, 71-83] confirmed this hypothesis in an anecdotal way. This paper reviews the implications of that study and of a follow-up one that is described here as well, in the light of how the metaphorical analysis of word problems allows learners to overcome typical difficulties in word problem-solving by teaching them how to flesh out the underlying concepts and convert them into appropriate representations. © Springer Science+Business Media B.V. 2007.
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页码：225 / 236
页数：11
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