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This study explored how junior high school students in Abra, Philippines, conceptualize mathematics through metaphors, revealing a developmental progression in their mathematical beliefs. Researchers employed a qualitative, phenomenological approach, analyzing visual and written metaphors from 20 students in Grade 7 to 10. Students were prompted to draw and reflect on what mathematics meant to them, generating a wide array of metaphors. Analysis revealed six thematic metaphor categories: mathematics as a journey, life, tool, value, history and tangible object. Younger students (Grade 7) commonly used playful and experiential metaphors such as game and adventure, indicating an identity-driven view of math. Grade 8 students introduced abstract and functional metaphors like dream and calculator reflecting transitional thinking. By Grade 9, students leaned toward concrete, object-based metaphor such as ruler and pyramid denoting applied understanding. Grade 10 students expressed more symbolic and reflective metaphors like river, trophy and ancient Greek suggesting deeper conceptual maturity and cultural awareness. The recurring metaphor of life across all grade levels signaled students’ perception of mathematics as essential and ever-present. These metaphor choices highlight how age, experience, and cognitive development shape students’ epistemological beliefs about mathematics. Findings suggest that metaphors are powerful cognitive tools, providing insight into learners’ mathematical identities and experiences. Educators can use these insights to inform more responsive, developmentally appropriate teaching strategies.