Reconceptualizing Mathematics Teacher Education Through Human-Centered Metaphorical Thinking: A Reflective Cognition Design Model for Pre-Service Primary Teachers
This study addresses the persistent gap between lecturer-centered instruction and the underdeveloped mathematical reflective thinking of pre-service elementary teachers by designing, validating, and testing an instructional model termed METRIS (Metaphorical Thinking Reflective Instructional Scaffold). Employing a resea...