The effect of a technology-enhanced collaborative learning environment on secondary school students' mathematical reasoning: A mixed method design

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dc.contributor.authorDemir, Mehmet
dc.contributor.authorZengin, Yilmaz
dc.date.accessioned2024-04-24T16:02:08Z
dc.date.available2024-04-24T16:02:08Z
dc.date.issued2023
dc.departmentDicle Üniversitesien_US
dc.description.abstractThe purpose of this study is to examine the effect of a technology-enhanced collaborative learning environment on secondary school students' mathematical reasoning in the concept of triangle. The participants of the study are 30 secondary school students. This study was carried out with the embedded design, one of the mixed methods designs. The quantitative aspect of the study was carried out with the quasi-experimental design including comparison group design. While the experimental group received training in a technology-enhanced collaborative learning environment, the control group students continued their education in a traditional informal-collaborative learning environment. The qualitative aspect of the study included data belonging to a group of four students chosen among the experimental group. The data of the research comprised students' audio and video recordings, screenshots, dynamic mathematics software GeoGebra files, and written products. The quantitative data were collected via open-ended questions including ten items with the intention of revealing mathematical reasoning and the qualitative data were gathered with the designed mathematical tasks. While independent t-test was used to analyse the quantitative data, the qualitative data were analysed with Toulmin's model and dialogical approach. As a result of data analysis, it was found that technology-enhanced collaborative learning environment has a positive effect on students' mathematical reasoning in the concept of triangle.en_US
dc.identifier.doi10.1007/s10639-023-11587-x
dc.identifier.endpage9883en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue8en_US
dc.identifier.scopus2-s2.0-85146396203
dc.identifier.scopusqualityQ1
dc.identifier.startpage9855en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-023-11587-x
dc.identifier.urihttps://hdl.handle.net/11468/14653
dc.identifier.volume28en_US
dc.identifier.wosWOS:000914901100006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTechnology-Enhanced Collaborative Learningen_US
dc.subjectDialogic Approachen_US
dc.subjectDynamic Mathematics Softwareen_US
dc.subjectMathematical Reasoningen_US
dc.subjectToulmin's Modelen_US
dc.titleThe effect of a technology-enhanced collaborative learning environment on secondary school students' mathematical reasoning: A mixed method designen_US
dc.titleThe effect of a technology-enhanced collaborative learning environment on secondary school students' mathematical reasoning: A mixed method design
dc.typeArticleen_US

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