Abstract:

This study was conducted in order to study the processes of making the basic mathematical evidence of the students in classroom teaching from a cognitive perspective and the gender of the arguments they use. In the study, a model of status study was used from quality research patterns. In this study, 89 students who studied in classroom teaching 1st class were successfully divided into three groups, high, medium and low, according to inter-exam scores. Then two students (in total 6 students) were selected by random means from each group, one girl and one male.  In the study, the data was collected through the activity card and the voice thinking protocol. On the event card, students were given two suggestions on the subject of the collections, and they were asked to prove these suggestions by voice consideration. In the study, the image analysis method was used from the quality data analysis methods. The visual analysis is based on the participation in the analysis of the quality data collected according to specific categories previously created. In this study, to study the cognitive processes in the proofing process of class teaching students, the cognitive stages were developed by Tall (2004) and used by Tall and Mejia-Ramos (2010) in the development of the mental world of mathematics by formulation, symbolization and formal expression by actions. To study the arguments that the students justified the evidence, Toulmin's (1958) proofing process was used in the production of arguments stages. The study found that students used the cognitive structures of materialization, symbolization and formal expression in the proofing process; arguments of disclosure of claims, presentation of data, confirming expressions and distorting limitations.