The Effect of Argumentation-Based Teaching on Conceptual Understanding in Transformation Geometry

Abstract

This study examines the effect of argumentation-based teaching on pre-service teachers' conceptual understanding of transformation geometry. The mixed research design was used in this study. In the quantitative dimension of the study, a quasi-experimental design with pretest and post-test control groups was used, in which the existing classes were randomly assigned as experimental and control groups. The qualitative dimension of the research is a case study. The study participants consisted of 43 secondary school pre-service math teachers who studied in the third grade at the education faculty of a state university in Turkey and took the Analytical Geometry course in the fall semester of the 2019-2020 academic year. In line with the purpose of the study, the Transformation Geometry Achievement Test (TGAT) was used as a data collection tool, and interviews were conducted with pre-service teachers. As a result, it has been concluded that argumentation-based teaching positively affects pre-service teachers' academic achievements and conceptual understanding of transformation geometry. In line with this result, it can be said that examining the effects of this teaching practice on academic success and conceptual understanding in other areas of mathematics will contribute to the field.