How technology supports argumentation structures in the geometry context

Date

2018-07-02

Author

Erkek, Özlem
Işıksal Bostan, Mine

Metadata

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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.

Subject Keywords

Argumentation, Geometry, Prospective teachers, Argumentation structures

URI

https://www.erpacongress.com/upload/dosya/erpa-2018-book-of-abstracts_15b327b302ba8a.pdf
https://hdl.handle.net/11511/87733

Conference Name

ERPA 2018, International Congresses on Education, 28 June -1 July 2018

Collections

Department of Secondary Science and Mathematics Education, Conference / Seminar

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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: https://www.erpacongress.com/upload/dosya/erpa-2018-book-of-abstracts_15b327b302ba8a.pdf.