Reflections from primary school mathematics course enriched with an argumentation-based learning approach: An action research

The aim of this study is to investigate the effect of argumentation-based learning approach in third grade primary school students on written and verbal arguments, mathematics achievement, and attitude according to the Toulmin Model. Within the scope of this purpose, mathematics courses were taught with an argumentation-based learning approach in line with an eight-week program in the field of mathematics measurement and learning. The effect of this approach on mathematics achievement and attitudes towards mathematics was examined. The study sample consists of 30 students enrolled at a primary school in the Central District of Kütahya in the 2019-2020 academic year. An action research model was used as the research method. In the study, academic achievement scale, mathematics attitude scale, group and self-assessment forms, student journals, classroom activity forms and observation records were used as tools to collect data. Non-parametric tests were used in the analysis of quantitative data. In the analysis of qualitative data, content analysis suitable for descriptive and interpretive approaches was used. According to the findings obtained in the study, it was observed that the time, environment and area measurement of the students were statistically different compared to the control group, but there was no statistically significant difference in length, mass, and fluid measurement compared to the control group. It was observed that there was no change in the attitudes towards mathematics. When the self and group evaluation scores of the students were compared with their academic achievement, it was seen that as the academic achievement increased, the self and group evaluation scores also increased. The students stated their positive and negative thoughts about the activities in their journals and sometimes changes in their thoughts about the activities were noticed.