Metaphoric beliefs of students engaged in dynamic mathematics lessons

Students’ beliefs and attitudes have a direct impact on their behavior engagement in the learning of mathematics. This study examined students’ dynamic mathematics lessons through lens contemporary theory metaphor. Participants were grade 10 students Macao private secondary school. 51 attended inquiry-based used geometry software. After lessons, uncovered using open-ended questions Likert-item questionnaire. Students held polarized view regarding claiming they rewarding but challenging. In order to develop positive towards teachers should plan more diversified pedagogy meet different approaches students.