THE EXAMINATION OF ARGUMENTATION BASED PROBLEM SOLVING PROCESSES OF 10TH GRADE STUDENTS IN THE CONTEXT OF QUADRATIC EQUATIONS

Oct 15, 2026

Uploaded by Aditya

Study examines the argumentation-based problem solving processes of 10th grade students when working with quadratic equations. Conducted in a public high school in Istanbul, the research uses a qualitative multiple case study design with three male students selected via homogeneous sampling. Data from two problem-solving activities were recorded on video and analyzed through Toulmin’s argumentation model. Findings show most components were argument (65), with limited least rebuttal (3) and qualitative (3).

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Background and context

Constructivist approach and mathematical mind habits

Inquiry-based learning and group discussions

Literature review

THE EXAMINATION OF ARGUMENTATION BASED PROBLEM SOLVING PROCESSES OF 10TH GRADE STUDENTS IN THE CONTEXT OF QUADRATIC EQUATIONS Sare ŞENGÜL, Çiğdem ŞATIR ALTINEL Abstract: The aim of this study is to examine the argumentation-based problem solving processes of 10th grade students in the context of quadratic equations. The study was carried out in a public high school in Istanbul. The study group consists of three male students selected by the method of“homogeneous sampling”. In the research, special case study, one of the qualitative research models, was used. The data in the application process were collected with two problem-solving activities related to quadratic equations. The students tried to solve the problems together by doing group work with one week interval for both problems. The problem solving processes of the students were recorded with the video recorder and the discussions between the students were analyzed according to Toulmin's argumentation model. According to the findings of the research, it was determined that the students used the argument (65), least rebuttal (3) and qualitative (3) components among the argumentation components. Students produced less arguments in the first problem solutions than the second problem. For this reason, differences were observed in students' ability to produce arguments according to the qualifications of the questions. In addition, after the argumentation study, the students stated that the problem solving process contributed in the context of understanding the problem for themselves, expressing their thoughts, persuading their opinions by defending their ideas, and communicating together and they want to be found again in similar working environments. Key words: Argumentation, Toulmin model, problem solving, quadratic equations. 1. Introduction With the rapid change in science and technology, the needs of the individual and society have also changed. As a result, it is aimed to raise problem-solving individuals who produce knowledge, are persistent, have a strong communication and empathy, can look critically at events, contribute to the society and culture they live in (MoNE, 2018) . National Council of Teachers of Mathematics [NCTM](2000) states that in order to provide effective mathematics teaching, students should be encouraged to prepare learning environments where they will establish a cause-and-effect relationship and to explain their thoughts together with their reasons. In our country, mathematics education was carried out with traditional methods of behavioral approach until 2005, and in 2005, the teaching of mathematics was started with a constructivist approach, and in 2013, the curriculum was narrowed, and the spiral programming approach was started by giving up the linear programming approach (Aydın, Laçin & Keskin, 2018) . Finally, the 2013 Secondary School Mathematics Program was revised, and a constructivist curriculum was created within the framework of values, skills and competencies, using meta-cognitive skills, providing meaningful and permanent learning, associated with preliminary cognitive knowledge, and integrated into different disciplines (MoNE, 2018) . The constructivist approach aims to develop students' cognitive and affective skills. One of the topics studied on the scope of these skills and what they should include is “Mind Habits”. When the skills in the studies on mental habits are taken into consideration in the context of mathematics, they are named as “Mathematical Mind Habits”. Cuoco, Goldenberg and Mark (1996) define “Mathematical Mind Habits” as learning to approach mathematical problems and to think about mathematical concepts that are similar to the ways used by mathematicians. Mathematical mind habits include cognitive (problem solving, reasoning, relating, communicating) and affective (perseverance, curiosity, criticism-criticism, questioning) skills (Körükcü, 2015) . The skills of criticizing and questioning ma

FAQs

What was the aim of the study?

The study aimed to examine how 10th grade students solve problems using argumentation in the context of quadratic equations.

How was the research conducted and analyzed?

A qualitative multiple case study was conducted in a public high school in Istanbul. Students’ discussions were recorded and analyzed using Toulmin’s argumentation model.

What did the findings reveal about students’ use of argumentation components?

Students most frequently used argument components (65), while least rebuttal (3) and qualitative components (3) appeared less. They also produced fewer arguments in the first problem than in the second, depending on question qualifications.

Oct 15, 2026

Uploaded by Aditya