Metaphors We Teach By

aut.author.twitter@TragulaTrin
aut.embargoNoen_NZ
aut.thirdpc.containsNoen_NZ
aut.thirdpc.permissionNoen_NZ
aut.thirdpc.removedNoen_NZ
dc.contributor.advisorBegg, Andrew
dc.contributor.authorHankin, Robin
dc.date.accessioned2017-10-10T21:21:32Z
dc.date.available2017-10-10T21:21:32Z
dc.date.copyright2017
dc.date.created2017
dc.date.issued2017
dc.date.updated2017-10-09T07:35:35Z
dc.description.abstractMany researchers have commented on the use of metaphor in education. This thesis considers the extent to which metaphor and metaphorical language is used in the case of undergraduate statistics education. There are many aspects of an undergraduate statistics course that employ metaphor. I will consider a typical undergraduate statistics course in terms of the following components: educational policy, educational administration, spoken lectures, statistics textbooks, assessment, and course evaluation. Metaphor is present in all these aspects, and I discuss its importance in each aspect in turn. Although much research into tertiary mathematics education has been undertaken, only a small proportion is devoted to statistics education; and it is not clear whether statistics should be viewed as a subset of mathematics for this purpose. I discuss the extent to which insights from the study of metaphor in the teaching of mathematics are applicable to the teaching of statistics.en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/10856
dc.language.isoenen_NZ
dc.publisherAuckland University of Technology
dc.rights.accessrightsOpenAccess
dc.subjectMetaphoren_NZ
dc.subjectStatistics educationen_NZ
dc.subjectConceptual metaphoren_NZ
dc.subjectSpoken lecturesen_NZ
dc.subjectStatistics textbooksen_NZ
dc.subjectCourse descriptorsen_NZ
dc.titleMetaphors We Teach Byen_NZ
dc.typeThesis
thesis.degree.grantorAuckland University of Technology
thesis.degree.levelMasters Theses
thesis.degree.nameMaster of Educationen_NZ
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