• School Mathematics
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• v.13 no.4
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• pp.563-580
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• 2011

This study is centered on the application of metaphor theory to math education from the cognitive-linguistic view. This study, at first, introduced what metaphor is, and looked into it from the math-educational view. Furthermore, on the basis of that, this study examined the significance of metaphor to math education, and dealt with its relevance to math education, focusing on the functions that metaphor has. This study says that metaphor has the function of explanation, elaboration and representation. In addition, this study examplifies that using metaphor can be an effective math learning strategy for mathematical concept explanation, mathematical connection and mathematical representation learning.

• School Mathematics
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• v.7 no.4
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• pp.445-467
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• 2005

The purpose of this study was to investigate mathematics teaching of an elementary school teacher and to understand the meaning of it. This study was a qualitative case study using by analyzing metaphors. The notion of metaphors was newly set up. Traditionally, it had been regarded as a mere tool for better understanding, but it was recognized as the primary source of all of our concept(Sfard, 1998). The subject of this case study was a researcher 'I' and also an elementary school teacher. The three selves named Mee1, Mee2, Mee3, respectively. Mee1 was the 'I' who developed the 4th graders' activities on mathematical patterns in 1996 and wrote mathematics textbook for the 4th graders in 1998-1999. Mee2 was the 'I' who taught mathematical patterns to her students in 2002. Mee3 was the 'I' who criticized the teaching of Mee2 in 2005. [ADVENTURE], [HIDE-AND-SEEK], and [FIREWORKS DISPLAY] were deter-mined to be key metaphors of mathematics teaching. [ADVENTURE] of Mee] was focused on profound understanding of mathematics, [HIDE-AND-SEEK] of Mee2 on construction of mathematics, and [FIRE-WORKS DISPLAY] of Mee3 on making meaning and participating in communities. Studies of metaphors give us the power of understanding mathematics teaching and also generate it. And viewing mathematics teaching via metaphors makes teaching studies open to new ways.

• The Mathematical Education
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• v.62 no.1
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• pp.79-93
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• 2023

This study used metaphors as a analysis tool to investigate elementary school students' formation and development of angle concepts. For this purpose, the students were asked to write words associated with angle, right angle, acute angle and obtuse angle and to explain why. In case of angle and right angle, responses of 268 students from 3rd to 6th graders were analyzed and for acute angle and obtuse angle, those of 192 students from 4th to 6th graders were examined. As the results of categorizing the metaphors, they can be classified into categories such as; (1) qualitative aspects: 'things metaphor', 'personality metaphor', 'emotions metaphor' etc., (2) quantitative aspects: 'motions metaphor', 'changes metaphor', 'emotions metaphor' etc., and (3) relational aspects: 'shape relations metaphor.' The metaphoric expressions were prominent in 'qualitative aspects' associated with shapes. As for the other aspects, 'quantitative aspect'- the size of angles and the amount of spread and 'relational aspects' - elements of angle and relationship with another shapes, the frequency increses were shown to as grade levels were up. In case of right angle and acute angle, 'qualitative aspects' associated with shapes were outstanding and the frequency of the metaphoric expressions of obtuse angle was distributed similarly in three aspects. As the figure strand and the measurement strand are integrated to an strand in the 2022 revised curriculum, we need more discussion of multifaced aspects of angle and the learning sequences in the 'figure and measurement' strand.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.145-166
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• 2012

The objective of this study is to analyze the cases related to the lingual and non-lingual metaphors used in the math class at elementary school and consider the values of metaphors as a teaching method for the subject of mathematics. Throughout this study, teachers' gestures are analyzed as lingual and non-lingual metaphors shown between teachers and students in the class for the topic of the inverse proportion in quartic equations for direct and inverse proportions in Chapter 7 for the first semester of the 6th grade at elementary school in terms of the amended curriculum for the year of 2007. According to the results of the analysis, it can be concluded that there are mechanical and hypothetical movement metaphors in the mathematical metaphors observed in this study. Also, in terms of gestures, iconic, metaphoric and deixis gestures are found. Such metaphors seem to be evenly distributed throughout the math class and expressed in various forms. Based on the results of the analysis, the educational meaning given by the utilization of metaphors is considered for the math class.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.57-71
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• 2010

Similarity between concept and concept, principle and principle, theory and theory is known as a strong motivation to mathematical knowledge construction. Metaphor and analogy are reasoning skills based on similarity. These two reasoning skills have been introduced as useful not only for mathematicians but also for students to make meaningful conjectures, by which mathematical knowledge is constructed. However, there has been lack of researches connecting the two reasoning skills. In particular, no research focused on the interplay between the two in didactic transposition. This study investigated the process of knowledge construction by metaphor and analogy and their roles in didactic transposition. In conclusion, three kinds of models using metaphor and analogy in didactic transposition were elaborated.

• Korean Journal of Cognitive Science
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• v.4 no.2
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• pp.263-278
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• 1994

This paper proposes a way of decoding and translating some metaphorical use in a SL(Source Language). The process of metaphorical usage should be different from that of idiomatic expressions,which can be treated as a flat structure or chunks(cf.Lee(1985)[5],Yoon & Kim(1993)[7].The representation of metaphorical usage is approached with'M'in a separate dictionary with the extened meaning of property.

• Annual Conference on Human and Language Technology
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• 1998.10c
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• pp.191-197
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• 1998

은유와 환유에 의해 생성된 문장들은 합성성의 원칙(compositionality principle)에 맞지 않기 때문에 전통적인 언어학에서 많이 다루어지지 않았다. 그러나, Lakoff(Lakoff & Johnson 1980; Lakoff 1987, 1993)와 그의 동료들에 의해서 은유에 대한 인지언어학적인 접근이 시도되면서 활발히 연구되기 시작했다. 그들에 의하면 인간의 일상언어의 많은 표현들이 은유에 의해서 생성되며, 인간의 인지체계가 개념적 은유 (conceptual metaphor)로 이루어져 있다고 주장한다. 본 논문은 화(anger)의 감정을 나타내기 위한 한국어 표현들을 분석하여 인간의 인지체계의 은유적인 양상을 밝혀보고자 한다.

• Archives of design research
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• v.15 no.4
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• pp.307-316
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• 2002

Metaphor thinking is a kind of intuitive thinking and plays a central role in design process. But there are not many researches on this topic because it happens in designer's mind during design problem solving. In this paper, we considered cognitive aspects of metaphorical thinking as they cropped up in the process of design concepts development. As a method of cognitive experiment we used a protocol analysis of the design review reports. At the end of this research we concluded that metaphorical thinking is engaged in restructuring of new frames and reconciliation of conflicting frames for the development of new design ideas and concepts. This role of metaphorical thinking makes the design thinking divergent and the design process creative.

• Journal of Digital Contents Society
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• v.15 no.5
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• pp.621-630
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• 2014

The purpose of this study is to extract metaphor characteristics of Social Network Service. Social Network Service is different from existing media only available in one-way communication, each individual expands opinion by sharing daily life and opinion directly and interpreting another user's post. This Study premise that the reason of converting from passive reader to active enunciator is the metaphor characteristics of Social Network Service by 'Source Domain' and 'Target Domain'. In addition, this study examines the meaning of structure user's text production and interpreting based triple mimesis of Paul Ricoeur. This study has significance as arguing with existing study on SNS as metonymic media and suggesting metaphor characteristics and meaning of Social Network Service.

• Cartoon and Animation Studies
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• s.23
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• pp.1-17
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• 2011

The paper analyzed the metaphoric expressions appeared in whose cinematic quality has been subjectively recognized on the global stage by winning the Oscar for Best Animated Short Film. Many contents and visual effects of the film were expressed with metaphor. Story and sequence were analyzed through the language system-based 'Conceptual Metaphor Analysis Framework'. In addition, characters have been analyzed through the 'Visual Metaphor Analysis Framework'. The framework is to analyze visual dimensions which are derived when concepts are structuredin animation. This paper has attempted to investigate and reveal patterns how animation self-organizes or how animation self-realizes through linguistic objectives. That is, it is to reveal how animation communicates with the audience from the metaphoric perspective among many conventional ones. In an animated film, metaphor is a fundamental means to connect fragmented images, produce a holistic view and therefore induce creative communication with the audience. The essential motive of metaphor which is expressed in various styles in is modern people's feeling of loss and sense of missing something. Train, bottle top, food, lost-and-found center, in-between space and lost items have significance across the movie. According to an analysis, metaphor offers simplicity and freshness as an aesthetic function. In addition, the metaphor expresses lengthy contents and various meanings implicitly, delivering an economic function. With a creative function, metaphor is a tool to generate new meanings. In other words, an animated film is a medium to inspire and move the general public as a means of communication and thinking, not just an entertainment for young generations. After all, metaphoric expressions have been used to deliver diverse and deep meanings in animated films.