Abstract:

The purpose of this study is to determine the opinions of preservice middle school mathematics teachers about technology-assisted argumentation-based teaching practice. Participants were 21 preservice middle school mathematics teachers who were studying in the third grade at the education faculty of a state university and taking the Analytical Geometry-I course in the fall semester of the 2019-2020 academic year. The case study design, one of the qualitative research approaches, was used in the study. Data were collected by an open-ended questionnaire consisting of five open-ended questions. Descriptive and content analysis were used to analyze data. As a result of the research, it was seen that most of the participants thought that technology-assisted argumentation-based teaching was efficient. The evaluations made by preservice teachers through the eyes of both a teacher and a student revealed that they have different opinions about the advantages and disadvantages of such a teaching practice. The preservice teachers stated that such a teaching had a positive effect on their competencies regarding the use of technology and improved their concretization and visualization skills by using materials. It has been observed that geometry subjects come to the fore in the opinions on subjects convenient for technology-supported argumentation-based teaching.

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