ARGUMENTATION-BASED LEARNING: AN EXAMPLE OF MATHEMATICAL QUESTIONS THROUGH ONLINE INTERACTIONS AMONG PROSPECTIVE TEACHERS

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dc.contributor.authorGökçe, Semirhan
dc.contributor.authorYenmez, Arzu Aydoğan
dc.contributor.authorÇelik, Tuğba
dc.date.accessioned2024-11-07T13:16:17Z
dc.date.available2024-11-07T13:16:17Z
dc.date.issued2020
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractArgumentation is a process in whichwhether arguments are associated with data isconstructed with warrants that they are based on. Inthis process, mathematical arguments are of vitalimportance especially in problem solving. Producingvalid arguments or proofs and criticizing thearguments are inseparable parts of doing math.Therefore, if there is nothing done to developreasoning skills, mathematics will become justfollowing a sequence of operations and copying theexamples without thinking about their meanings. It isnecessary to direct argumentation-based learningenvironments well because students may find it hardto understand given arguments or have certainchallenges due to misunderstandings andmisunderstood arguments when sharing their ideaswith other students or during the stage of invalidatingthe ideas. This is why good direction of theargumentation process depends on living andexperiencing the process itself. This study is anapplication of teacher education developed in the lightof the idea that prospective teachers need toexperience their own processes of argumentation sothat they could handle the argumentation-basedlearning approach in their future classrooms. Traces ofpedagogical content knowledge exhibited by theprospective teachers in the online argumentationactivities which were designed through possiblestudent questions were examined, and the strengthsand weaknesses of the learning environment wereinvestigated in the study. Consequently, onlineargumentation method was found to have positiveimpacts on the improvement of prospective teacher’spedagogical content knowledge and their ownlearning. It is anticipated that these presentedpreservice education components will shape futurestudies to be carried out in the field of teachereducation.
dc.identifier.doi10.21764/maeuefd. 527779
dc.identifier.endpage487
dc.identifier.issn2146-5983
dc.identifier.issue53
dc.identifier.startpage458
dc.identifier.trdizinid398917
dc.identifier.urihttps://doi.org/10.21764/maeuefd. 527779
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/398917
dc.identifier.urihttps://hdl.handle.net/11480/12208
dc.identifier.volume1
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofMehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241107
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleARGUMENTATION-BASED LEARNING: AN EXAMPLE OF MATHEMATICAL QUESTIONS THROUGH ONLINE INTERACTIONS AMONG PROSPECTIVE TEACHERS
dc.typeArticle

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