The effect of argumentation-based teaching method on success, attitude and permanence on algebrary expressions and equations

In this study, it was aimed to examine the effect of teaching 7th grade Algebraic Expressions and Equations with argumentation-based learning on students' academic success, attitude and permanence, and to determine the argumentation levels of students and compare it with the teaching method. The research group consists of 7th grade students studying in Gebze, Kocaeli in the 2021-2022 academic year. Mixed research method was preferred as the research design. In the study, in which the experimental design with the pretest posttest control group was used, the subject of algebraic expressions and equations was taught with the argumentation-based teaching method to the experimental group students and the effect of the applied method on the success of the students, their attitudes towards mathematics and the permanence of knowledge was examined. Algebraic Expressions and Equations Achievement Test (AEEAT), Mathematics Attitude Scale (MAS), Worksheets, Oral Discussions, Reflective Diaries, Open-Ended Preliminary Questionnaire, Semi-Structured Interview Form were used as data collection tools. The quantitative data of the research were analyzed in the SPSS program, the qualitative data obtained were analyzed descriptively. Considering the findings of the study, there was no significant difference between the AEEAT and MAS pre-test scores of the experimental and control groups. When the AEEAT and post-test scores were examined, it was determined that there was a significant difference in favor of the experimental group.When the worksheets and audio recordings are analyzed, the findings reveal that the students mainly produce Level 2 arguments. When the permanence test scores were examined, it was seen that the permanence test scores of the experimental group students showed a significant difference compared to the permanence test scores of the control group students. As a result of the interviews with the experimental group after the application, the students stated that the lessons were more enjoyable, the subject became permanent, they got more efficiency from the class and their motivation increased.