Technology-Based Worksheets to Develop Students' Mathematical Argumentation Skills
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| Title: | Technology-Based Worksheets to Develop Students' Mathematical Argumentation Skills |
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| Language: | English |
| Authors: | Lia Budi Tristanti, Syarifatul Maf’ulah, M. Bahrul Subkhi |
| Source: | Mathematics Teaching Research Journal. 2025 17(6):248-277. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Worksheets, Mathematics Instruction, Persuasive Discourse, Computer Uses in Education, Preservice Teachers, Mathematics Teachers, Program Effectiveness, Skill Development |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | This study examines the need for and effectiveness of technology-based worksheets in improving students' mathematical argumentation skills. The worksheets were developed based on the Toulmin argumentation model, including mathematical problems, data, claims, warrants, qualifiers, rebuttals, and backing to guide students in constructing logical mathematical arguments. A pretest-posttest design with two unequal experimental groups was used. The population consisted of 200 prospective mathematics teachers in East Java, Indonesia, and 80 students were randomly selected and divided into two groups. Experimental Group 1 used digital-based worksheets, while Experimental Group 2 used printed worksheets. Data were collected through questionnaires and tests. Initial findings showed that although lecturers allowed students to express opinions, debate, and challenge peers' ideas, the worksheets commonly used did not promote structured mathematical argumentation or integrate technology. Therefore, technology-based worksheets were needed. The results showed that the average post-test score of the digital worksheet group (82.88) was significantly higher than that of the printed worksheet group (69.22). Statistical testing (p < 0.05) confirmed a significant difference between the two groups. It can be concluded that digital-based worksheets have a positive and significant effect on students' mathematical argumentation abilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507557 |
| Database: | ERIC |
| Abstract: | This study examines the need for and effectiveness of technology-based worksheets in improving students' mathematical argumentation skills. The worksheets were developed based on the Toulmin argumentation model, including mathematical problems, data, claims, warrants, qualifiers, rebuttals, and backing to guide students in constructing logical mathematical arguments. A pretest-posttest design with two unequal experimental groups was used. The population consisted of 200 prospective mathematics teachers in East Java, Indonesia, and 80 students were randomly selected and divided into two groups. Experimental Group 1 used digital-based worksheets, while Experimental Group 2 used printed worksheets. Data were collected through questionnaires and tests. Initial findings showed that although lecturers allowed students to express opinions, debate, and challenge peers' ideas, the worksheets commonly used did not promote structured mathematical argumentation or integrate technology. Therefore, technology-based worksheets were needed. The results showed that the average post-test score of the digital worksheet group (82.88) was significantly higher than that of the printed worksheet group (69.22). Statistical testing (p < 0.05) confirmed a significant difference between the two groups. It can be concluded that digital-based worksheets have a positive and significant effect on students' mathematical argumentation abilities. |
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| ISSN: | 2573-4377 |
