Investigation of analogies in secondary mathematics lecture videos published on the internet within the framework of concept definition and concept image

Due to the corona virus epidemic, it is observed that the rate of watching lecture videos on the internet is increasing day by day. Analogy, which is one of the many different teaching techniques used in mathematics lessons, is also used remarkably in lecture videos on the internet. In this research, it is aimed to examine the analogies used in internet videos prepared for secondary school mathematics lessons within the framework of concept definition and concept image. In the study, the lessons of the first 5 teachers whose videos are most watched on the internet in the 2020-2021 academic year were selected and the analogies in the lecture videos of these teachers on secondary school numbers and algebra were determined and analysed. The research was carried out using content analysis, one of the qualitative research methods. A "Video review guide" was prepared to collect the data, and a total of 228 videos were watched, and a total of 68 analogies applied by the teachers were determined as the data of the study. First of all, the concept definitions of the determined analogies were determined, then in the light of these concept definitions, the usage purposes of the analogies and possible concept images that could occur in the students were determined. As a result of, it was seen that the analogies used by the teachers were especially used for the purpose of applying certain operations correctly and keeping the operation rules in mind, and these operations did not respond to the causality explanations in the conceptual dimension. In addition, it has been determined that the analogies used offer a limited perspective on mathematical concepts or operations and may cause many misconceptions in students.