Indigenous Students’ Images and Metaphors of Mathematics

Abstract

Images and metaphors have a significant impact on indigenous students' mathematical knowledge. Several studies on indigenous education have found that indigenous students have very different ideas about learning mathematics. In this regard, research on images of mathematics and metaphors related to mathematics learning held by indigenous students is considered distinct and novel in relation to past research. The purpose of this case study is to investigate indigenous students' mathematical images and metaphors in Pahang, Malaysia. A purposive sampling technique was used to collect data digitally, and descriptive analysis was performed on the responses of thirty-one indigenous students. The use of images and metaphors as constructions gives a glimpse into how students view themselves as mathematics learners and what they do while learning mathematics. Furthermore, images and metaphors help in the construction of meaning for abstract mathematical concepts because they connect to a variety of different senses. The findings of the study suggest that most indigenous students believe that knowledge of mathematics comes from the Creator. Humans, in particular, construct knowledge based on their reasoning, sensory experience, and guidance from the Creator. The results of the study could be used in the future to promote quality education for indigenous students