Education Publications
Document Type
Article
Publication Date
2010
Journal
Procedia-Social and Behavioral Sciences
Volume
2
Issue
2
First Page
5738
Last Page
5743
URL with Digital Object Identifier
https://doi.org/10.1016/j.sbspro.2010.03.937
Abstract
Way too often, students find some concepts too abstract to comprehend. One of the strategies used to assist students with building conceptual knowledge is to use analogies. We investigate the place of nonmath analogies in teaching school mathematics. First, we demonstrate the widespread use of analogies by drawing examples through context analysis of tutoring websites, textbooks, and teaching experiences. Second, we argue that analogies reflect the grounded nature of mathematical concepts in common life experiences and, thus, have an essential place in instruction. To support our argument we offer a theoretical rationale based on research literature and historical sources.
Citation of this paper:
Sarina, V., & Namukasa, I. K. (2010). Nonmath analogies in teaching mathematics. Procedia-Social and Behavioral Sciences, 2(2), 5738-5743.
