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Bu araştırmanın amacı 8. sınıf öğrencilerinin matematiksel problemler bağlamındaki argümantasyon süreçlerinin incelenmesidir. Çalışma Trabzon ilinde bir devlet ortaokulunda gerçekleştirilmiştir. Çalışma grubu, “benzeşik (homojen) örnekleme” yöntemi ile seçilen üç öğrenciden oluşmaktadır. Bu öğrencilerin ikisi kız, biri erkektir. Araştırmada, nitel araştırma modellerinden biri olan özel durum çalışması kullanılmıştır. Veri toplama aracı olarak iki problem çözme etkinliği, yarı yapılandırılmış görüşme formu, video ve ses kayıt cihazları kullanılmıştır. Problem çözüm süreçlerinde, öğrenciler arasında meydana gelen tartışmalar Toulmin’in argümantasyon modeline göre analiz edilmiştir. Öğrencilerin sürece yönelik görüşlerini incelemek için ise Akı ve Gürel’in (2016) çalışmalarında kullanmış oldukları çerçeveden yararlanılmıştır. Araştırma sonucunda öğrencilerin argümantasyon bileşenlerinden en çok iddia (94), en az ise destekleyici (0) bileşenini kullandıkları tespit edilmiştir. Öğrencilerin ikinci uygulama sürecinde oluşturdukları argüman sayısının birinciye göre daha fazla olduğu belirlenmiştir. Bununla birlikte öğrencilerin grupça tartışarak problem çözme sürecinin kendilerine bilişsel, duyuşsal, sosyal paylaşım ve dilsel bileşenler bağlamında katkı sağladığı yönünde açıklamalarda bulundukları görülmüştür.
The purpose of research is to examine the argumentation process of 8th grade students in the context of mathematical problems. The study was conducted in a state secondary school in the province of Trabzon. The study group consists of three students selected by the "homogeneous sampling" method. Two of these students are girls and one is a boy. Case study, one of the qualitative research, was used in this study. Two problem solving activities, semi-structured interview form, video and audio recorders were used as data collection tools. Discussions that occured between students in the process of problem solving were analyzed according to Toulmin's argumentation model. Also, in order to examine the opinions of students on the process was benefited the framework that Gourel and Gurel (2016) used in their studies. As a result of the research, it has been determined that the students used the most claim (94) and at least the backing (0) component in the argumentation components. It has been determined that the number of arguments that students created during the second implementation process was higher than the first. In addition to this, it has been seen that students explained that solve problems by group discussion have contributed to them in the context of cognitive, affective, social sharing and linguistic components.
The aim of research is to examine of argumentation process of 8th grade students in the context of mathematical problems. The study was conducted in a state secondary school in the province of Trabzon. The study group consists of three students selected by the "homogeneous sampling" method. Two of these students are girls and one is a boy. Case study, one of the qualitative research, was used in this study. Two problem solving activities, semi-structured interview form, video and audio recorders were used as data collection tools. Discussions that occured between students in the process of problem solving were analyzed according to Toulmin’s argumentation model. Also, in order to examine the opinions of students on the process was benefited framework that Akı and Gurel (2016) used in their studies. As a result of the research, it has been determined that the students used the most claim (94) and at least the backing (0) component in the argumentation components. It has been determined that the number of arguments that students created during the second implementation process was higher than the first. In addition to this, it has been seen that students explained that solve problems by group discussing have contributed to them in the context of cognitive, affective, social sharing and linguistic components.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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