Where There's a Model, There's a Metaphor: Metaphorical Thinking in Students' Understanding of a Mathematical Model

Abstract

The central question addressed in this article concerns the ways in which applied problem situations provide distinctive conditions to support the production of meaning and the understanding of mathematical topics. In theoretical terms, a first approach is rooted in C. S. Peirce's perspective on semiotic mediation, and it represents a standpoint from which the notion of interpretation is taken as essential to learning. A second route explores metaphorical thinking and undertakes the position according to which human understanding is metaphorical in its own nature. The connection between the two perspectives becomes a fundamental issue, and it entails the conception of some hybrid constructs. Finally, the analysis of empirical data suggests that the activity on applied situations, as it fosters metaphorical thinking, offer students' reasoning a double anchoring (or a duplication of references) for mathematical concepts.