An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments

Thesis Type: Doctorate

Institution Of The Thesis: Middle East Technical University, Turkey

Approval Date: 2017

Thesis Language: English

Student: Özlem Erkek



The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and documents. The findings revealed five types of global argumentation structures, two of which emerged from the present study: Line-structure and Independent-Arguments structure. In addition, the participants employed 9 types of local arguments while three of them were most frequently preferred. Finally, the local argumentations were examined by focusing on the justifications of the participants. This analysis revealed the characteristics of the local argumentations that prospective middle school mathematics teachers use while solving geometry tasks in GeoGebra and Paper-Pencil groups.