Pre-service mathematics teachers’ technologicy enhanced collective argumentation

Thesis: Kol Murat
Middle East Technical University, Ankara, Turkey, 2022.

Abstract

This study aims to investigate the nature of pre-service mathematics teachers’ collective mathematical argumentation processes in a technology-enriched learning environment. This design-based study designed a course to improve pre-service mathematics teachers’ technology competencies. In this context, pre-service teachers’ mathematical argumentation processes were evaluated with data obtained during a semester.
The data presented in this study were obtained from 10 pre-service teachers who enrolled in the course in the fall semester of 2018 and continued to the primary school mathematics teaching program at a state university in Ankara. The activities using argumentation in the lesson lasted for seven weeks. Multiple data collection methods were used in the study, and qualitative analysis methods were used in data analysis.
The data obtained from the study revealed that technology, instructor, and preservice teachers, who are the actors of the collective argumentation processes in a technology-enriched learning environment, played different roles and functions during the interactions. During the activities, it was observed that the teacher’s instrumental orchestration functioned in argumentation to varying degrees.
In addition, the technological behavior styles of teacher candidates in the collective argumentation process also varied according to the components of Toulmin’s argumentation model. The analysis of the study’s data also allowed the researcher to observe how the pre-service teachers use technology in inductive and deductive reasoning types that emerge integrated into the argumentation process.

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