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