Argümantasyon Tabanli Öğrenme: Öğretmen Adaylarinin Matemati̇k Sorulari Eşli̇ği̇nde Online Etki̇leşi̇mleri̇

Abstract

Argumentation is a process in which whether arguments are associated with data is constructed with warrants that they are based on. In this process, mathematical arguments are of vital importance especially in problem solving. Producing valid arguments or proofs and criticizing the arguments are inseparable parts of doing math. Therefore, if there is nothing done to develop reasoning skills, mathematics will become just following a sequence of operations and copying the examples without thinking about their meanings. It is necessary to direct argumentation-based learning environments well because students may find it hard to understand given arguments or have certain challenges due to misunderstandings and misunderstood arguments when sharing their ideas with other students or during the stage of invalidating the ideas. This is why good direction of the argumentation process depends on living and experiencing the process itself. This study is an application of teacher education developed in the light of the idea that prospective teachers need to experience their own processes of argumentation so that they could handle the argumentation-based learning approach in their future classrooms. Traces of pedagogical content knowledge exhibited by the prospective teachers in the online argumentation activities which were designed through possible student questions were examined, and the strengths and weaknesses of the learning environment were investigated in the study. Consequently, online argumentation method was found to have positive impacts on the improvement of prospective teacher’s pedagogical content knowledge and their own learning. It is anticipated that these presented preservice education components will shape future studies to be carried out in the field of teacher education.