An investigation of the global argumentation structures of secondary school 7th grade students about patterns

Argumentation process makes important contributions to education as in many different fields such as science and psychology. The active use of argumentation practices in lessons enables students to develop both cognitively and emotionally. This situation is also supported by many studies. In recent years, argumentation studies have attracted increasing attention in the field of mathematics education. Student groups are of great importance for the argumentation process to work effectively. Field research clearly reveals the need for argumentation practices in mathematics education at the secondary school level. In line with this need, in this study, the global argumentation structures of 7th grade middle school students on the topic of pattern were analysed. For this purpose, a qualitative case study was conducted with 9 7th grade students in a public school in Konya province. The participants were practised with linear and quadratic pattern types. Firstly, linear pattern tasks and then quadratic pattern tasks were applied. Afterwards, the global argumentation structures of the participants were analysed. The findings showed that middle school 7th grade students had more complex global argumentation structures because they were not proficient in quadratic pattern tasks. At the same time, having students with different thinking skills plays an important role in shaping the global argumentation structures. As a result, it is suggested that quadratic patterns can be added to the secondary school mathematics curriculum and argumentation studies can be conducted with more secondary school groups.