Examination of Argumentation Processes of Middle School Pre-Service Mathematics Teachers in Real Classroom Practices

Ayşe Tekin Dede; Berna Tataroğlu Taşdan; Melike Yiğit Koyunkaya

Makale detayları

Examination of Argumentation Processes of Middle School Pre-Service Mathematics Teachers in Real Classroom Practices

Yazarlar:

Ayşe Tekin Dede | Berna Tataroğlu Taşdan | Melike Yiğit Koyunkaya

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.28-54

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341546

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 In this study, it is aimed to examine the pre-service middle school mathematics teachers argumentation processes in real classroom practices. In this context, the pre-service teachers were educated about constructing an argumentation process within the scope of the Practicum course, and their questions and actions supporting the argumentation process they implemented in real classroom practices and the argumentation components they directly presented were examined. The case study, which is one of the qualitative research paradigms, was used in this study. The participants were four volunteer female pre-service middle school mathematics teachers. video recordings of pre-service teachers real classroom practices total 8 lesson hours were the data of the study. The results revealed that pre-service teachers included different components of the argumentation process in their lessons, used and benefited from different questions and actions, and tried to construct the argumentation process with direct contributions. In addition, the pre-service teachers were able to manage the argumentation process by including various components in their lessons. Based on the results, it was shown that the research process supported the pre-service teachers in terms of providing them with knowledge and awareness about the argumentation process.

 In this study, it is aimed to examine the pre-service middle school mathematics teachers argumentation processes in real classroom practices. In this context, the pre-service teachers were educated about constructing an argumentation process within the scope of the Practicum course, and their questions and actions supporting the argumentation process they implemented in real classroom practices and the argumentation components they directly presented were examined. The case study, which is one of the qualitative research paradigms, was used in this study. The participants were four volunteer female pre-service middle school mathematics teachers. video recordings of pre-service teachers real classroom practices total 8 lesson hours were the data of the study. The results revealed that pre-service teachers included different components of the argumentation process in their lessons, used and benefited from different questions and actions, and tried to construct the argumentation process with direct contributions. In addition, the pre-service teachers were able to manage the argumentation process by including various components in their lessons. Based on the results, it was shown that the research process supported the pre-service teachers in terms of providing them with knowledge and awareness about the argumentation process.

 In this study, it is aimed to examine the pre-service middle school mathematics teachers argumentation processes in real classroom practices. In this context, the pre-service teachers were educated about constructing an argumentation process within the scope of the Practicum course, and their questions and actions supporting the argumentation process they implemented in real classroom practices and the argumentation components they directly presented were examined. The case study, which is one of the qualitative research paradigms, was used in this study. The participants were four volunteer female pre-service middle school mathematics teachers. video recordings of pre-service teachers real classroom practices total 8 lesson hours were the data of the study. The results revealed that pre-service teachers included different components of the argumentation process in their lessons, used and benefited from different questions and actions, and tried to construct the argumentation process with direct contributions. In addition, the pre-service teachers were able to manage the argumentation process by including various components in their lessons. Based on the results, it was shown that the research process supported the pre-service teachers in terms of providing them with knowledge and awareness about the argumentation process.

 Bu çalışmada ortaokul matematik öğretmeni adaylarının gerçek sınıf uygulamalarında yürüttükleri argümantasyon süreçlerinin incelenmesi amaçlanmaktadır. Bu bağlamda, öğretmen adaylarına öğretmenlik uygulaması dersi kapsamında argümantasyon süreci oluşturma konusunda eğitim verilmiş ve çevrim içi ortamda gerçek sınıf uygulamalarında yürüttükleri argümantasyon sürecini destekleyici soru ve eylemleri ile doğrudan sundukları argümantasyon bileşenleri incelenmiştir. Çalışmada nitel araştırma paradigmalarından durum çalışması benimsenmiştir. Katılımcılar gönüllü dört son sınıf ortaokul matematik öğretmeni adayıdır. Öğretmen adaylarının gerçek sınıf uygulamalarını içeren 8 ders saatine ilişkin video kayıtları araştırmanın verilerini oluşturmaktadır. Çalışmanın bulguları öğretmen adaylarının gerçekleştirdikleri derslerde argümantasyon sürecinin farklı bileşenlerine yer verdiklerini, farklı soru ve eylemlerden yararlandıklarını ve doğrudan katkılar ile argümantasyon sürecini oluşturmaya çalıştıklarını göstermektedir. Bununla birlikte öğretmen adayları derslerinde çeşitli bileşenlere yer vererek argümantasyon sürecini sürdürebilmişlerdir. Çalışmanın bulgularından hareketle araştırma sürecinin öğretmen adaylarına argümantasyon sürecine ilişkin bilgi ve farkındalık kazandırması bakımından katkı sağladığı görülmüştür.

Makale detayları

Examination of Argumentation Processes of Middle School Pre-Service Mathematics Teachers in Real Classroom Practices

Yazarlar:

Ayşe Tekin Dede | Berna Tataroğlu Taşdan | Melike Yiğit Koyunkaya

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.28-54

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341546

pISSN:

1303-0493

Argumentation

Pre-Service Mathematics Teacher

Teacher SupportArgümantasyon

Matematik Öğretmeni Adayı

Öğretmen Desteği

Sayı

Makale detayları

Examination of Argumentation Processes of Middle School Pre-Service Mathematics Teachers in Real Classroom Practices

Yazarlar: Ayşe Tekin Dede | Berna Tataroğlu Taşdan | Melike Yiğit Koyunkaya

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Matematik Eğitimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.28-54

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001341546

pISSN: 1303-0493

Argumentation

Pre-Service Mathematics Teacher

Teacher SupportArgümantasyon

Matematik Öğretmeni Adayı

Öğretmen Desteği

Sayı

Yazarlar:

Ayşe Tekin Dede | Berna Tataroğlu Taşdan | Melike Yiğit Koyunkaya

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.28-54

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341546

pISSN:

1303-0493