Determining and comparing the metaphorical perceptions of mathematics teacher candidates regarding mathematics learning domains

The objective of the present study is to ascertain and compare the metaphorical perceptions of pre-service mathematics teachers regarding mathematics learning domains.The study employed a phenomenological design. The study population comprised 100 pre-service mathematics teachers and 25 mathematics teachers enrolled in the first, second, third, and fourth grades during the 2023-2024 academic year at a state university affiliated with YÖK in the Mediterranean Region. In the study, an equal number of pre-service mathematics teachers studying at different grade levels were selected, and their grade point averages were determined to create diversity. Maximum diversity sampling was employed in the study.The study group was administered a questionnaire prepared by the researcher.The findings obtained from the data collection tool were analyzed by content analysis.A theme-code table was created in line with the findings obtained from the research. The findings of the research revealed that themes such as "fun," "diversity," "infinity," "part-whole relationship," "uncertainty," "regularity," "variable," and "relationship" emerged as prominent.