Abstract:
This study examined eighth-grade students’ proof and argumentation skills and their relationships. The study was a mixed-method study with descriptive, statistical and qualitative analyses. It was conducted with two hundred and forty-two students in eighth- grade. According to the findings, students mostly constructed and appreciated empirical proofs in the algebra tasks. They could not produce any type of proof; but, they preferred analytical proof response in the geometry task. Findings from the argumentation tasks revealed that students mostly produced level 2 arguments, which contained a claim and evidence. Statistical analyses showed that there exists a significant relationship between proof and argumentation skills. Students performed better in proof evaluation part than in poof construction part. There were no gender differences in students’ mathematics achievement, proof and argumentation skills. Qualitative findings showed that the students’ performances in proof construction tasks were affected by their content knowledge. It was found that students’ reasoning for the most convincing proof varied and was compatible with their proof schemes when evaluating proofs. It was found that students’ content knowledge, misconceptions and the way they used evidences shaped their argumentation levels. Findings of this study are important contributions in presenting evidences for the relationship between proof and argumentation skills and in revealing specified information about students’ proof and argumentation performances.
