How technology supports argumentation structures in the geometry context

Erkek, Özlem
Işıksal Bostan, Mine
Argumentation encompasses higher order thinking skills, such as generating hypothesis, justifying ideas, synthesizing problems, challenging others’ views, comparing different positions and evaluating hypotheses via empirical evidence (Hewit, 2010). The teacher plays a crucial role in the argumentation process and, thus, should be pedagogically equipped to effectively prepare and implement an argumentation-based instruction. The aim of the present study was to investigate the nature of the argumentation structures addressed by prospective teachers in a technology enhanced environment in the geometry context. Findings revealed a need in Turkey to revise mathematics teacher education programs entailing argumentation. It was expected that results would provide evidence on how technology supports the recognition of relationships among mathematical concepts and the development of complex argumentation structures.
ERPA 2018, International Congresses on Education, 28 June -1 July 2018


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Citation Formats
Ö. Erkek and M. Işıksal Bostan, “How technology supports argumentation structures in the geometry context,” Istanbul, Turkey, 2018, p. 168, Accessed: 00, 2021. [Online]. Available: