The effect of argumentation studies in mathematics education on problem solving success, metacognitive skills and motivations of primary school students

The aim of this study is to determine the effects of argumentation studies in mathematics education on the problem solving success, metacognitive skills and motivation of fourth grade students of primary school and their views on the argumentation studies and application process. Embedded design, one of the mixed designs, was used in the research with a quasi-experimental design with pretest-posttest control group in the quantitative dimension and a case study design in the qualitative dimension. The study group consisted of 63 fourth grade students studying at the second semester of the 2021-2022 academic year in a public school located in a middle socio-economic level area in Pozantı (Adana). As data collection tools, "Problem Solving Achievement Test", "Metacognitive Awareness Scale" and "Mathematics Lesson Motivation Scale" were applied as pretests, posttests and retention tests in the research. Additionally, a semi-structured interview form prepared by the researcher was used at the end of the experiment to the students who were successful at different levels than the ones in the experimental group to get their opinions and thoughts towards the application and approach. Before experiment was conducted, the "Problem Solving Achievement Test" had applied to the fourth grade students of the school. As a result of this test, there was no significant difference between the groups. An experiment group (21 students) and two control groups (21+21 students) were formed by using unbiased assignment method. In the experiment group, teaching was carried out by the researcher using activities prepared according to the argumentation approach, and in two control groups, according to the current curriculum, one by the researcher and the other by the class teacher of the course for 6 weeks. A focus group interview was conducted with groups of seven students formed by the result of the data obtained from the "Problem Solving Achievement Test" among the experimental group students. In addition, the permanence test was applied 4 weeks after the end of the application. Covariance analysis (ANCOVA) was used to analyse quantitative data and descriptive analysis for the qualitative data. Results demonstrated that argumentation studies gave rise to a significant difference in problem solving success of the students while there was no significant difference in the students' metacognitive skills and motivation towards Mathematics lesson. Moreover, argumentation studies have no effect on persistence in problem solving success. Qualitative findings revealed that most of the students in the experimental group understood and liked lessons better with the activities based on the argumentation approach, and they had positive opinions about the classroom environment during the implementation of the activities. Keywords: Argumentation, problem solving, metacognition, motivation, mathematics