The effect of argumentation-based teaching on problem solving skills of mathematics teacher candidates on normal distribution

This research aims to examine the effects of argumentation-based teaching on pre-service teachers' mathematical problem solving skills and academic achievement about normal distribution. In addition, determining the conceptual understanding of pre-service mathematics teachers about normal distribution is also among the aims of the study. In line with these aims, the explanatory sequential design from mixed method designs was adopted in the research, and a quasi-experimental design with pre-test-post-test control group was used in the quantitative dimension of the research, and a case study was used in the qualitative dimension. The study group of the research consists of a total of 47 pre-service teachers, including 22 students from class 2/A (control group) and 25 students from class 2/B (experimental group) in the second year of Kastamonu University, Faculty of Education, Primary Mathematics Teaching Undergraduate Program in the spring semester of 2023-2024. During the application process, argumentation-based teaching approach was used in the experimental group, while the lessons were taught with the current teaching method in the control group. The quantitative data of the study, which lasted a total of five weeks, were obtained through the Academic Achievement Test and Normal Distribution Problem Solving Skills Test; The qualitative data were obtained through opinion form and semi-structured interview. For the analysis of quantitative data; independent groups t-test, Mann Whitney U test, Wilcoxon Signed Ranks Test were used. Shapiro-Wilks test and skewness-kurtosis values were taken into consideration for normality checks of the tests. The analysis of qualitative data was carried out by content analysis method. According to the findings obtained in the research, it was determined that argumentation-based teaching made a statistically significant contribution to the mathematical problem solving skills and academic achievement of the prospective teachers. In addition, it was determined that the opinions of the prospective teachers in the experimental group about argumentation-based teaching were generally positive. However, it has been determined that students have some difficulties in learning the concept of normal distribution and related concepts. As a result of the research, it was concluded that argumentation-based teaching contributed to the prospective teachers' deeper understanding of statistical concepts and the development of their problem solving skills.