Evaluation of prospective mathematics teachers’ perceptions about the concept of intelligent games through metaphors

In this study, it is aimed to examine the perceptions of prospective mathematics teacher about the concept of "intelligent games" through metaphors. Phenomenology method was used in the research. The participants of the research consisted of a total of 218 prospective teachers who studied in Department of Elementary School Mathematics Teacher Program during the spring semester of 2016-2017 academic years. Data of the research are obtained by two sentences in the form of "Intelligent games are like ... because …". Data was analysed by a content analysis method. The statements of prospective teachers starting with "because" were coded. Then relevant codes were united together, and seven categories were developed. Some codes were taken as it is, some were combined and thus, 42 features were formed. At the end of the study, it has been determined that the prospective teachers have produced 143 different metaphors about intelligent games. Besides, it was determined that metaphors, categories, and features concerning intelligent games had a positive meaning in general. In addition, it was seen that perceptions of prospective mathematics teachers centered upon a different category in every grade. Finally, it was concluded that intelligent games were considered a rule, stage, accumulation and outcome oriented concept by female prospective teachers and a concept providing/producing knowledge, solving problems and guiding by male prospective teachers. Metaphors can be used as an important tool in determining and revealing the perceptions of the teachers and students about the concept of intelligent games.