Investigating University Students’ argumentations and proofs using dynamic mathematics software in collaborative learning, debate, and self?reflection stages

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dc.authorid0000-0002-1665-7643en_US
dc.authorid0000-0003-1276-457Xen_US
dc.contributor.authorUrhan, Selin
dc.contributor.authorZengin, Yılmaz
dc.date.accessioned2023-08-09T06:31:46Z
dc.date.available2023-08-09T06:31:46Z
dc.date.issued2023en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractThe 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.en_US
dc.identifier.citationUrhan, 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.en_US
dc.identifier.doi10.1007/s40753-022-00207-7
dc.identifier.endpage28en_US
dc.identifier.issn2198-9753
dc.identifier.scopus2-s2.0-85146178655
dc.identifier.scopusqualityQ1
dc.identifier.startpage1en_US
dc.identifier.urihttps://link.springer.com/article/10.1007/s40753-022-00207-7
dc.identifier.urihttps://hdl.handle.net/11468/12452
dc.identifier.volumeEarly Accessen_US
dc.identifier.wosWOS:000913189900001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorZengin, Yılmaz
dc.language.isoenen_US
dc.publisherSpringer Natureen_US
dc.relation.ispartofInternational Journal of Research in Undergraduate Mathematics Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentationen_US
dc.subjectProofen_US
dc.subjectDynamic mathematics softwareen_US
dc.subjectHabermas’ construct of rationalityen_US
dc.subjectToulmin’s modelen_US
dc.titleInvestigating University Students’ argumentations and proofs using dynamic mathematics software in collaborative learning, debate, and self?reflection stagesen_US
dc.titleInvestigating University Students’ argumentations and proofs using dynamic mathematics software in collaborative learning, debate, and self?reflection stages
dc.typeArticleen_US

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