Prospective middle school mathematics teachers' global argumentation structures

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dc.authorid0000-0002-5588-9519
dc.contributor.authorErkek, Özlem
dc.contributor.authorIşıksal Bostan, Mine
dc.date.accessioned10.07.201910:49:13
dc.date.accessioned2019-07-10T19:49:41Z
dc.date.available10.07.201910:49:13
dc.date.available2019-07-10T19:49:41Z
dc.date.issued2019
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi
dc.descriptionWOS: 000457404800010
dc.description.abstractThe aim of the present study was to investigate the nature of global argumentation structures of prospective middle school mathematics teachers in a technology enhanced environment. A qualitative case study was conducted with 8 participants from an Elementary Mathematics Education undergraduate program of one of the public universities in Ankara. Two implementations, 1 of which included 2 geometry tasks on triangles and another which included 2 geometry tasks based on circles, were conducted. Subsequently, global argumentation structures were revealed via data analysis. The findings indicated that the prospective middle school mathematics teachers resort frequently to simple global argumentation structures since their mathematical reasoning was insufficient. On the other hand, technology had a positive impact on argument construction and global argumentation structures of prospective middle school mathematics teachers. However, it was deduced that prospective middle school mathematics teachers need to be challenged on argumentation and about how to facilitate argumentation effectively in their future classroom experiences.
dc.identifier.citationErkek, Ö. ve Işıksal Bostan, M. (2019). Prospective middle school mathematics teachers' global argumentation structures. International Journal of Science and Mathematics Education, 17(3), 613-633. https://dx.doi.org/10.1007/s10763-018-9884-0
dc.identifier.doi10.1007/s10763-018-9884-0
dc.identifier.endpage633
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue3
dc.identifier.scopusqualityQ1
dc.identifier.startpage613
dc.identifier.urihttps://dx.doi.org/10.1007/s10763-018-9884-0
dc.identifier.urihttps://hdl.handle.net/20.500.12511/1721
dc.identifier.volume17
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofInternational Journal of Science and Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectArgumentation
dc.subjectGeoGebra
dc.subjectProspective Middle School Mathematics Teachers
dc.subjectTechnology
dc.titleProspective middle school mathematics teachers' global argumentation structures
dc.typeArticle

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