The impact of argumentation-based mathematical modeling activities on 7th grade student's mathematical modeling and inquiry-based learning skills

The aim of this study is to investigate the effects of argumentation-based mathematical modeling activities on 7th grade students' mathematical modeling competencies and inquiry-based learning skills, and to gather students' opinions on the implementation. The study involved 52 7th grade students enrolled in the second semester of the 2023-2024 academic year, selected using an appropriate sampling method. An explanatory sequential mixed-methods design was used in the research. The quantitative part of the study employed a single-group pretest-posttest design, while the qualitative part utilized a case study design. Quantitative data were collected using scales for mathematical modeling competencies and inquiry-based learning skills, and qualitative data were collected through a semi-structured interview form. After the implementation, interviews were conducted with twenty randomly selected students. Data analysis involved paired sample t-tests and content analysis. The results revealed that the students' posttest scores on mathematical modeling competencies and inquiry-based learning skills scales were significantly higher than their pretest scores. Qualitative results showed that most students found the mathematical modeling activities beneficial and believed these activities facilitated their learning. In this context, it is recommended that argumentation-based mathematical modeling activities be used by teachers in the classroom.