The effect of the argumentation-based activities on pre-service teachers' statistical literacy

This learning objective is to extend the proliferation-based teaching method to the statistical literacy of pre-service mathematics teachers. The research was conducted with 31 primary school mathematics teacher candidates studying at a state university in Adana in 2023-2024. For the research in which a mixed design was adopted, the application was carried out for six weeks. During the implementation process, activities on statistics were prepared for prospective teachers and the argumentation method was used. Statistical literacy pre-test and post-test were used while collecting the quantitative data of the study. Qualitative data were collected with a semi-structured interview form, argumentation-based activity sheets and in-class observation notes. Related groups T-test and correlational analysis were used to analyze the obtained quantitative data. Content analysis method was used in the interviews with teacher candidates. In-class observations were made according to the data representation, data analysis and inference components of statistical literacy. As a result of the research, it was observed that statistics and probability courses conducted with argumentation-based activities increased the statistical literacy of teacher candidates. Pre-service teachers expressed positive opinions about the use of argumentation-based activities in the statistics course. These opinions are as follows; Developing different perspectives, providing conceptual understanding, providing critical perspective, strengthening communication, and making the lesson fun. Considering the observations made during the argumentation-based statistics teaching, it was determined that the teacher candidates had level 3 and 4 statistical literacy. Additionally, it was concluded that teacher candidates tend not to use the argumentation-based teaching method in their professional lives.