COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM

evi novita wulandari(1*), Dwi Juniati(2), Siti Khabibah(3),

(1) Universitas Negeri Surabaya
(2) Universitas Negeri Surabaya
(3) Universitas Negeri Surabaya
(*) Corresponding Author

Abstract


Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.


Keywords


Argumentation;Collective Argumentation;Participation;Geometry Problem Solving;Classroom Argumentation

Full Text:

PDF

References


Ayalon, M., & Even, R. (2016). Factors Shaping Students’ Opportunities to Engage in Argumentative Activity. International Journal of Science and Mathematics Education, 14(3), 575-601.

Bahri, H., Pallenari, M., & Ali, A. (2021). Profil Kemampuan Argumentasi Siswa SMA Pada Pembelajaran Biologi. Jurnal Biology Teaching and Learning, 4(1), 85–91.

Berland, L. K., & McNeill, K. L. (2010). A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive. Science Education, 94(5), 765–793. https://doi.org/10.1002/sce.20402

Brown, R. (2017). Using Collective Argumentation to Engage Students in Primary Mathematics Classroom. Mathematics Education Research Journal, 29(2), 183–199. https://doi.org/10.1007/s13394-017-0198-2

Campbell, T. G., Boyle, J. D., & King, S. (2020). Proof and Argumentation in K-12 Mathematics: A Review of Conceptions, Content, and Support. International Journal of Mathematical Education in Science and Technology ISSN:, 51(5), 754–774. https://doi.org/10.1080/0020739X.2019.1626503

Cardetti, F., & Lemay, S. (2018). Argumentation: Building Students’ Capacity for Reasoning Essential to Learning Mathematics and Sciences. PRIMUS, 1–33. https://doi.org/10.1080/10511970.2018.1482581

Castro, W. F. (2023). Mathematics Teacher Argumentation in a Didactic Perspective. EURASIA Journal of Mathematics, Science and Technology Education, 19(9), 1–15.

Civil, M., & Hunter, R. (2015). Participation of Non-Dominant Students in Argumentation in the Mathematics Classroom. Intercultural Education, 26(4), 296–312. https://doi.org/10.1080/14675986.2015.1071755

Conner, A., & Singletary, L. M. (2021). Teacher Support for Argumentation: An Examination of Beliefs and Practice. Journal for Research in Mathematics Education, 52(2), 213–247. https://doi.org/https://doi.org/10.5951/jresematheduc-2020-0250

Demiray, E. (2023). Components of Collective Argumentation in Geometric Construction Tasks. Turkish Journal of Education, 12(1), 50–71.

Francisco, J. M. (2022). Supporting Argumentation in Mathematics Classrooms: The Role of Teachers’ Mathematical Knowledge. LUMAT: International Journal on Math, Science and Technology Education Published, 10(2), 147–170.

Jiménez-aleixandre, M. P. (2007). Designing Argumentation Learning Environments. In Argumentation in science education: Perspectives from classroom-based research (pp. 91–115). Springer Netherlands.

Kartika, H., & Budiarto, M. T. (2022). Assessing the Quality of Arguments in Students’ Mathematical Problem Solving. Üniversitepark Bülten, 11(2), 28–40.

Krummheuer, G. (1995). The Ethnography of Argumentation. In P. Cobb & H. Bauersfeld (Eds.), The Emergence of Mathematical Meaning: Interaction in Cassroom Cultures. Lawrence Erlbaum.

Krummheuer, G. (2007). Argumentation and Participation in the Primary Mathematics Classroom Two Episodes and Related Theoretical Abductions. Journal of Mathematical Behavior, 26, 60–82. https://doi.org/10.1016/j.jmathb.2007.02.001

McCrone, S. S. (2005). The Development of Mathematical Discussions: An Investigation in a Fifth-Grade Classroom. Mathematical Thinking and Learning, 7(2), 111–133.

Mutammam, M. B., Juniati, D., & Wulandari, E. N. (2023). Geometrical intuition components for designing mathematical tasks. Math Didactic: Jurnal Pendidikan Matematika, 9(2), 323–334.

Ness, C. K. Van, & Maher, C. A. (2023). Preservice Teachers Studying Video Narratives of Student Argumentation. Journal of Honai Math, 6(2), 115–147.

Nickel, G. (2019). Aspects of Freedom in Mathematical Proof. ZDM, 51(5), 845–856. https://doi.org/10.1007/s11858-019-01073-5

Noviyanti, D. F., & Suryadi, D. (2019). Student’s Mathematical Argumentation in Solving Closed Problem. STEMEIF (Science, Technology, Engineering and Mathematics Learning International Forum), 474–482.

Putri, D. S., Hartono, Y., & Hiltrimartin, C. (2024). The Structure of Algebraic Argumentation of High School Students with The Toulmin Model. Journal of Education and Learning Mathematics Research (JELMaR), 4(2), 184–191.

Uzun, A. G. (2024). The Development of Mathematical Argumentation: A Case Study on Two Mathematics Classrooms. International Electronic Journal of Mathematics Education, 19(2), 1–11.

Wilkie, K., & Ayalon, M. (2023). Learning to Argue While Arguing to Learn: Students’ Emotional Experiences during Argumentation for Graphing Real-Life Functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), 1–20. https://doi.org/https://doi.org/10.29333/ejmste/13435

Zhou, D., Liu, J., & Liu, J. (2021). Mathematical Argumentation Performance of Sixth-Graders in a Chinese Rural Class. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 213–235. https://doi.org/https://doi.org/10.46328/ijemst.1177




DOI: https://doi.org/10.31327/jme.v9i2.2291

Article Metrics

Abstract view : 153 times
PDF - 40 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 evi novita wulandari


INDEXING DATABASE