پیوندهای مفید
آمار
| تعداد نشریات | 22 |
| تعداد شمارهها | 705 |
| تعداد مقالات | 10,146 |
| تعداد مشاهده مقاله | 71,451,118 |
| تعداد دریافت فایل اصل مقاله | 63,174,121 |
Conceptual metaphors used by educators when teaching graph isomorphism | ||
| International Journal of Nonlinear Analysis and Applications | ||
| مقالات آماده انتشار، اصلاح شده برای چاپ، انتشار آنلاین از تاریخ 05 آبان 1404 اصل مقاله (1.23 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22075/ijnaa.2024.34201.5104 | ||
| نویسندگان | ||
| Ali Jafari1؛ Majid Haghverdi* 2؛ Abolfazl Tehranian1 | ||
| 1Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| 2Department of Mathematics, Arak Branch, Islamic Azad University, Arak, Iran | ||
| تاریخ دریافت: 01 اردیبهشت 1403، تاریخ پذیرش: 28 خرداد 1403 | ||
| چکیده | ||
| The isomorphism of graphs is one of the main themes of graph theory. This study aims to investigate the dialectical language used by teachers when teaching the concept of graph isomorphism. In the study, using the qualitative research method, instructional videos of 4 courses on teaching the concept of graph isomorphism were viewed by two educators and interviews were conducted with both educators after teaching the concept. After the content analysis, the conceptual metaphors used by the educators in the interview and class were identified and categorized into four main categories: Sameness, Mapping, Sameness/Mapping and Formal Definition. The research results showed that both educators paid more attention to sameness metaphors in the classroom setting and to the metaphors of mapping and formal definition metaphors in the interview setting. | ||
| کلیدواژهها | ||
| Graph theory؛ Isomorphism؛ Conceptual metaphors؛ Educator | ||
| مراجع | ||
|
[1] J. Gross, J. Yellen, and M. Anderson, Graph Theory and its Applications, CRC Press, New York, 2019. [2] G. Lakoff and R Nunez, Where mathematics comes from: How the embodied mind brings mathematics into being, AMC 10 (2002), no. 12, 720-733. [3] K. Melhuish, Group theory students' perception of binary operation, Educ. Stud. Math. 103 (2019), no. 1, 63-81. [4] E. Nardi, Mathematics undergraduates' responses to semantic abbreviations, 'geometric images' and multi-level abstractions in group theory, Educ. Stud. Math. 43 (2000), no. 2, 169-189. [5] J. Olsen, K. Lew, and K. Weber, Metaphors for learning and doing mathematics in advanced mathematics lectures, Educ. Stud. Math. 105 (2020), no. 1, 1-17. [6] R. Rupnow, Conceptual metaphors for isomorphism and homomorphism: Instructors' descriptions for themselves and when teaching, J. Math. Behav. 62 (2021), no. 2, 100867. [7] A. Schinck, D. Pugalee, and V. Cifarelli, Using metaphors to unpack student beliefs about mathematics, School Sci. Math. 108 (2008), no. 7, 326-333. [8] D. Sezgin Memmun, Secondary school students' metaphors about mathematical problem and change of metaphors according to grade levels, __, arXiv:1803.02705v1. [9] R. Somkunwar and V.M. Vaze, A comparative study of graph isomorphism applications, Int. J. Comput. Appl. 162 (2017), no. 7, 34-37. [10] T. Uygun, B. Gokkurt, and N. Usta, Analysis of the perceptions of the university students about mathematics problem through metaphor, Bartın Univ. J. Facul. Edu. 5 (2016), no. 2, 536-556. [11] K. Weber, Student difficulty in constructing proofs: The need for strategic knowledge, Educ. Stud. Math. 48 (2001), no. 4, 101-119. [12] M. Zandieh, J. Ellis, and C. Rasmussen, A characterization of a unified notion of mathematical function: The case of high school function and linear transformation, Educ. Stud. Math. 12 (2016), no. 4, 1-18. | ||
|
آمار تعداد مشاهده مقاله: 130 تعداد دریافت فایل اصل مقاله: 343 |
||