Abstract:

Students can obtain the opportunity to discuss on the concepts, collect data, mount an argument and justify that argument thanks to Argumentation Based Mathematics Teaching. The studies show that this teaching method has positive effects on mathematics teaching. This research aims to reveal the effect of Argumentation Based Mathematics Teaching on mathematics achievement of students. For this purpose, two-group experimental studies on Argumentation-Based Mathematics Teaching in Turkey were examined through meta-analysis method. In order to access these studies, CoHE National Thesis Center, Ulakbim, ERIC and Google Scholar databases were searched using the keywords "argumentation", "mathematics" and "geometry". As a result of the literature review, in accordance with the purpose of the research, a total of eight studies, five theses and three articles, were reached between the years 2015-2020. Consequently, it was determined that Argumentation-Based Mathematics Teaching had a high and statistically significant effect on the academic achievement of students in mathematics compared to traditional teaching methods. In addition, as a result of the moderator analyzes for the type of publication, education level and the subject of the course, the effect quantities between the groups were calculated and it was seen that there was not a statistically significant difference. Due to the deficiencies in the research in this field in our country, it is considered that the studies to be carried out in different student groups and different grade levels will contribute to both national and international fields.

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