Investigation of Seventh Grade Students' Argument Formation Processes on the Subject of Sets

Şerife Zaimoğlu

Makale detayları

Investigation of Seventh Grade Students' Argument Formation Processes on the Subject of Sets

Yazarlar:

Şerife Zaimoğlu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.955-991

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349499

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 This study aims to examine the argument formation processes of seventh grade students on the subject of sets through dialogic discussions. The study was conducted with a total of 20 seventh grade students. The data in the study, which is a qualitative case study, was collected through dialogic discussions. For this research, a total of 19 questions on the subject of sets were prepared by the researcher, some of which were taken from the undergraduate special teaching methods and techniques course lecture notes. The questions were discussed for 2 months, two class hours per week. The lessons were video-recorded with the necessary permissions. The conversations in the video recordings were transcribed without any changes. The analysis of the research data was conducted using the descriptive analysis approach. The Toulmin Argumentation Model was used to determine the argument levels. Content analysis was conducted to determine the conceptual barriers in the process. The findings showed that the students were able to carry out the dialogic process and create high-level arguments with sufficient time, thought-provoking activities and challenging teacher questions at a cognitive level. In the process, conceptual obstacles were observed and resolved between triangles and triangular regions, angles and their measures, sets and empty sets, intersection sets and common feature method representations, and the use of parentheses in list method representations.

 This study aims to examine the argument formation processes of seventh grade students on the subject of sets through dialogic discussions. The study was conducted with a total of 20 seventh grade students. The data in the study, which is a qualitative case study, was collected through dialogic discussions. For this research, a total of 19 questions on the subject of sets were prepared by the researcher, some of which were taken from the undergraduate special teaching methods and techniques course lecture notes. The questions were discussed for 2 months, two class hours per week. The lessons were video-recorded with the necessary permissions. The conversations in the video recordings were transcribed without any changes. The analysis of the research data was conducted using the descriptive analysis approach. The Toulmin Argumentation Model was used to determine the argument levels. Content analysis was conducted to determine the conceptual barriers in the process. The findings showed that the students were able to carry out the dialogic process and create high-level arguments with sufficient time, thought-provoking activities and challenging teacher questions at a cognitive level. In the process, conceptual obstacles were observed and resolved between triangles and triangular regions, angles and their measures, sets and empty sets, intersection sets and common feature method representations, and the use of parentheses in list method representations.

 This study aims to examine the argument formation processes of seventh grade students on the subject of sets through dialogic discussions. The study was conducted with a total of 20 seventh grade students. The data in the study, which is a qualitative case study, was collected through dialogic discussions. For this research, a total of 19 questions on the subject of sets were prepared by the researcher, some of which were taken from the undergraduate special teaching methods and techniques course lecture notes. The questions were discussed for 2 months, two class hours per week. The lessons were video-recorded with the necessary permissions. The conversations in the video recordings were transcribed without any changes. The analysis of the research data was conducted using the descriptive analysis approach. The Toulmin Argumentation Model was used to determine the argument levels. Content analysis was conducted to determine the conceptual barriers in the process. The findings showed that the students were able to carry out the dialogic process and create high-level arguments with sufficient time, thought-provoking activities and challenging teacher questions at a cognitive level. In the process, conceptual obstacles were observed and resolved between triangles and triangular regions, angles and their measures, sets and empty sets, intersection sets and common feature method representations, and the use of parentheses in list method representations.

 Bu çalışmada yedinci sınıf öğrencilerinin diyalojik tartışmalar yoluyla kümeler konusuna ilişkin argüman oluşturma süreçlerinin incelenmesi amaçlanmıştır. Araştırma, yedinci sınıf toplam 20 öğrenci ile yürütülmüştür. Nitel bir durum çalışması olan araştırmada veriler diyalojik tartışmalar yoluyla toplanmıştır. Bu araştırma için araştırmacının bir kısmı lisans özel öğretim yöntem ve teknikleri dersi ders notlarından olmak üzere araştırmacı tarafından kümeler konusu ile ilgili toplam 19 soru hazırlanmıştır. Sorular haftada iki ders saati olmak üzere 2 ay süre ile tartışılmıştır. Dersler gerekli izinler alınarak video kaydına alınmıştır. Video kayıtlarındaki konuşmalar bir değiştirme yapılmadan yazıya dökülmüştür. Araştırma verilerinin analizi betimsel analiz yaklaşımı kullanılarak yapılmıştır. Argüman düzeylerinin belirlenmesinde Toulmin Argümantasyon Modeli kullanılmıştır. Süreçte sahip olunan kavramsal engellerin saptanmasında ise içerik analizi yapılmıştır. Elde edilen bulgular, yeterli süre, düşündürücü etkinlikler ve bilişsel düzeyde zorlayıcı öğretmen sorularıyla öğrencilerin diyalojik süreci yürütebildiklerini ve yüksek düzeyde argümanlar oluşturabildiklerini göstermiştir. Süreçte üçgen ile üçgensel bölge, açı ile açının ölçüsü, küme ile boş küme, kesişim kümesi ile ortak özellik yöntemiyle gösterim arasında ve liste yöntemi ile gösterimde parantez kullanımı ile ilgili kavramsal engeller yaşandığı görülmüş ve giderilmiştir.

Makale detayları

Investigation of Seventh Grade Students' Argument Formation Processes on the Subject of Sets

Yazarlar:

Şerife Zaimoğlu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.955-991

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349499

pISSN:

1303-0493

Toulmin argumentation model

Dialogic argument

Argument

Set: Toulmin argümantasyon modeli

Diyalojik tartışma

Argüman

Küme

Sayı

Makale detayları

Yazarlar: Şerife Zaimoğlu

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Matematik Eğitimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.955-991

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001349499

pISSN: 1303-0493

Sayı

Yazarlar:

Şerife Zaimoğlu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.955-991

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349499

pISSN:

1303-0493