Components of Collective Argumentation in Geometric Construction Tasks

Autor/inn/en	Demiray, Esra; Isiksal-Bostan, Mine; Saygi, Elif
Titel	Components of Collective Argumentation in Geometric Construction Tasks
Quelle	In: Turkish Journal of Education, 12 (2023) 1, S.50-71 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Demiray, Esra) ORCID (Isiksal-Bostan, Mine) ORCID (Saygi, Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Persuasive Discourse; Mathematics Instruction; Geometric Concepts; Geometry; Mathematics Teachers; Middle School Teachers; Group Activities; Group Discussion; Foreign Countries; Preservice Teachers; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Mathematics lessons; Mathematikunterricht; Elementare Geometrie; Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Gruppenaktivität; Gruppendiskussion; Ausland
Abstract	This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin's argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines. (As Provided).
Anmerkungen	Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01