The aim of this study is to evaluate the classroom teacher candidates’ metaphorical perceptions about the mathematics course through the visuals they create. The sample of the study consists of 36 classroom teacher candidates studying at a state university in Istanbul. The case study, which is one of the qualitative research methods, was used as the research design of this study. As a data collection tool, the metaphorical perception form prepared by the researchers, which includes the instruction “Draw what comes to your mind first when we say mathematics lesson and explain the drawing you have created” was used. In the analysis of the data, the visuals created by the teacher candidates or the pictures they drew were analyzed in detail. The metaphors formed by the classroom teacher candidates within the scope of the sample have been grouped under 4 categories: affective situations, impact on life, school and classroom environment, mathematical expressions and concepts in line with the opinions of the experts. As a result of the study, it was seen that the classroom teacher candidates mostly expressed the school and the classroom environment related to the mathematics lesson. In addition, it was found that mathematical expressions and concepts were also found to be an effective factor related to mathematics lesson by teacher candidates. Another finding is the association between mathematics lesson and daily life. Expressions such as being happy-unhappy, anxiety, confusion, and love when it comes to mathematics lessons are also the findings in the affective states category. Recommendations for the research and researchers were given by discussing the research findings.
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