Investigating University Students’ argumentations and proofs using dynamic mathematics software in collaborative learning, debate, and self?reflection stages
Yükleniyor...
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer Nature
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of this study is to examine the performances of university students’
using dynamic mathematics software GeoGebra in argumentations and proving processes. A task related to the limit involving sinx/x was designed and 18 university
students worked on the task during the collaborative learning, scientific debate, and
self-reflection stages. Students’ argumentations and proofs were analyzed based on
Toulmin’s model and Habermas’ construct of rationality. The results revealed that
the rationality components can be used to explain the implicit features of warrant in
Toulmin’s model. It was found that the semiotic mediation opportunities offered by
GeoGebra and the teamwork and debate stages in the teaching method enabled the
students to create geometrically the ranking relation between the value of an angle
and the sine and tangent values of this angle. They also facilitated using the various kinds of representation and enhanced the transformations within and/or between
the representations. GeoGebra tools as instruments of semiotic mediation helped the
students to construct productive arguments, validate them, be productive by providing backing and rebuttal to the collective arguments put forward during the teamwork stage, and reach consensus thanks to scientific debate.
Açıklama
Anahtar Kelimeler
Argumentation, Proof, Dynamic mathematics software, Habermas’ construct of rationality, Toulmin’s model
Kaynak
International Journal of Research in Undergraduate Mathematics Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
Early Access
Sayı
Künye
Urhan, S. ve Zengin, Y. (2023). Investigating University Students’ argumentations and proofs using dynamic mathematics software in collaborative learning, debate, and self‑reflection stages. International Journal of Research in Undergraduate Mathematics Education, 1-28. Early Access.
