Matematik Eğitimi Alanındaki Ortaklaşa Argümantasyon Çalışmalarının İncelenmesi

Bireysel öğrenmeden sosyal bağlamda öğrenmeye doğru gelişim gösteren matematik eğitimi çalışmalarında farklı sosyo-kültürel teoriler kullanılmaya başlanmıştır. Bu teorilerden biri de Toulmin’in argümantasyon çalışmalarına dayalı olan ortaklaşa argümantasyon teorisidir. Ortaklaşa argümantasyon öğrenciler ve öğretmenin iddialarda bulundukları ve bu iddiaları kanıtlarla destekledikleri etkileşimli bir süreç olarak ele alınmaktadır. Bu çalışmada matematik eğitimi alanındaki ortaklaşa argümantasyon çalışmalarının tanıtılarak bu çalışmaların benzer ve farklı yönlerinin ortaya koyulması amaçlanmaktadır. Bu bağlamda gerçekleştirilen alanyazın taraması sonucunda on dört çalışmayla karşılaşılmıştır. Bu çalışmaların ortak yönü her birinin öğretmen veya öğrenci söylemlerine dayalı olmaları ve bu söylemleri analiz etmek için Toulmin’in argümantasyon şemasının bileşenlerinden yararlanıyor olmalarıdır. Kimi çalışmalar farklı kuramsal çerçeveleri argümantasyon ile ilişkilendirirken, kimisi kuramsal çerçeve oluşturmayı kimisi de argümantasyon bileşenlerine ilişkin kavramsal tanıtım yapmayı hedeflemektedir. Ülkemizde ortaklaşa argümantasyon alanındaki çalışmalarda eksiklikler olması sebebiyle farklı öğrenci grupları ve öğretmenlerle, farklı sınıf bağlamlarında yapılacak çalışmaların hem ulusal hem de uluslararası alana katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler:

Matematik eğitimi, ortaklaşa argümantasyon, Toulmin’in argümantasyon şeması

Examination of the Collective Argumentation Studies in the Mathematics Education Field

Different socio-cultural theories have begun to be used in mathematics education studies, which have developed from individual learning to learning in its social context. One of these theories is the collective argumentation theory based on Toulmin's argumentation studies. The collective argumentation is dealt with as an interactive process in which students and teachers are claiming and supporting these claims through evidence. In this study, it is aimed to introduce similar and different aspects of the collective argumentation studies in the field of mathematics education by introducing it. As a result of the literature review carried out in this context, fourteen studies were encountered. The common feature of these studies is that each one is based on the teacher or student discourse, and that they use the components of Toulmin's argumentation schema to analyze these discourses. While some studies link different theoretical frameworks with argumentation, some aim to develop a theoretical framework and some aim to make conceptual presentations about the components of the argumentation. It is thought that the work to be done in different class contexts with different student groups and teachers will contribute to both the national and international fields because there are deficiencies in the studies in the field of the collective argumentation in our country.

Keywords:

Mathematics education, collective argumentation, Toulmin’s argumentation schema,

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