Components of collective argumentation in geometric construction tasks

Abstract

This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin’s argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.

Mathematical Argumentation in Higher Education: A Systematic Literature Review

“…Argumentation has multiple definitions that vary depending on the specific discipline and context (Demiray et al, 2023). Additionally, it can arise through different methods including questioning, persuasion, negotiation, or disagreement (agree or disagree) (Kartika & Budiarto, 2022).…”