The aim of this study is to examine the relationships among high school students' metaphors, attitudes, and graded performances regarding mathematics class

The aim of this study is to examine the relationships among high school students' metaphors, attitudes, and graded performances regarding mathematics class. In line with this aim, and in order to develop metaphor scales regarding mathematics lesson in a reliable and valid manner, the sample of the present study consisted of 1323 high school students, studying in 9, 10, 11, and 12th grades during 2010-2011 instruction year in 7 general high schools in Bolu. The data regarding the students? metaphors of mathematics lessons were collected through the `Metaphors regarding Mathematics Teacher Scale?, Metaphors regarding Learning Mathematics Scale?, and `Metaphors regarding Achievement in Mathematics? each of which was developed in the present study, while the data regarding the students? attitudes about mathematics lesson were obtained through the Attitudes regarding Mathematics Lesson Scale, originally developed by Aşkar(1986). Furthermore, students' grades in relation to mathematics classes were obtained by the researcher at the end of the fall semester of 2010-2011 instruction year, with the assistance of vice principals of the high schools where the present data were collected. The results of the current study demonstrated that, regardless of the effects of the demographic variables such as age, gender, and grade level, the students? metaphors regarding the mathematics lesson were significantly and reasonably associated with their graded performance and attitudes regarding mathematics class. Implications for education and directions for future studies were also discussed in the present study.