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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.issued2019en_US
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/s10763-018-9884-0en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.urihttps://dx.doi.org/10.1007/s10763-018-9884-0
dc.identifier.urihttps://hdl.handle.net/20.500.12511/1721
dc.descriptionWOS: 000457404800010en_US
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.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectArgumentationen_US
dc.subjectGeoGebraen_US
dc.subjectProspective Middle School Mathematics Teachersen_US
dc.subjectTechnologyen_US
dc.titleProspective middle school mathematics teachers' global argumentation structuresen_US
dc.typearticleen_US
dc.relation.ispartofInternational Journal of Science and Mathematics Educationen_US
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.authorid0000-0002-5588-9519en_US
dc.identifier.volume17en_US
dc.identifier.issue3en_US
dc.identifier.startpage613en_US
dc.identifier.endpage633en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.1007/s10763-018-9884-0en_US
dc.identifier.wosqualityQ3en_US
dc.identifier.scopusqualityQ1en_US


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