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Classroom video analysis identifies key instructional practices that, when enacted coherently, enable authentic disciplinary reasoning and dialogue central to mathematical communities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Argumentation  \nJill Fielding University of New England [jill.fielding@une.edu.au](jill.fielding@une.edu.au)  \nPenelope Baker   \nUniversity of New England [pbaker31@une.edu.au](pbaker31@une.edu.au)  \nNadya Rizk   \nUniversity of New England  \n[nrizk3@une.edu.au](nrizk3@une.edu.au)  \nDevelopment of students’ argumentative capability in mathematics supports deeper conceptual understanding and reasoning. However, young students often lack the prerequisite communicative competency. This study examines how one teacher supported students in building collective argumentation through an extended mathematical inquiry. Analysis of classroom video highlights key practices that enabled this process. When enacted coherently, these allowed students to engage authentically in disciplinary reasoning and dialogue central to mathematical communities.  \nIntroduction  \nMathematics and argumentation are innately linked, as stating and justifying claims, and exemplifying, developing, communicating and evaluating arguments are core components of mathematical reasoning (Lannin et al., 2011). Argumentation in mathematics learning supports development of students’ deeper conceptual understanding and critical thinking in mathematics through the need to justify solutions and explore the validity of different approaches (Hasançebiet al., 2021). This solidifies understanding, encourages a critical thinking approach, and engages students with different perspectives (Chinn et al., 2000) . The critical thinking developed has been shown to be transferrable to other disciplines (Mercer, 2000) . Argumentation also develops both generalised and discipline specific competency in communication, supporting students to improve their ability to express mathematical ideas through discourse (NCTM, 2020) . As students explain their reasoning, they improve their mathematical vocabulary and gain confidence in discussing complex ideas. Further, students who argue about their reasoning are more likely to retain information long-term (Hattie & Timperley, 2007) .  \nChallenges to the teaching and learning of argumentation for both teachers and students influence its uptake. Teachers require opportunities to themselves become proficient in argumentation and this can be challenging (Francisco, 2024). Young students on the other hand, tend to find it difficult to consider the viewpoints of others (Rapanta et al., 2023). Furthermore, argumentation is both a specific genre and a discursive practice that they are likely unfamiliar with, given the emphasis in the English curriculum on persuasive genres as incorporating expressions of opinion, having the goal of‘winning’, rather than building collective knowledge.  \nGiven these challenges, an investigation of how primary teachers can integrate collective argumentation into the mathematics classroom is needed. In this paper, we focus on the practices of one primary mathematics teacher as she introduces her students to argumentation practices embedded within a guided mathematical inquiry. In response to the identified difficulties above, we ask: How does one teacher’s strategies support students’ development of collective argumentation in the context of an argument-based mathematical inquiry sequence?  \nLiterature Review  \nArgumentation is a practice comprised of the two forms of argument: structural and functional. A simplified argument structure for younger students is the Claim-Evidence-  \nReasoning (CER) model (Zembal-Saul, et al., 2013), which incorporates a position statement (claim), data that supports the claim (evidence), and logic that enables the evidence to be used to establish the claim (reasoning). Rebuttals are also incorporated into the framework to provide reasoning for why alternative explanations are not appropriate. The functional aspect of argument addresses the delivery of the argument, or ‘arguing’. However, unlike debat","cbCaioV11ZLhUzOU","https://ap.wps.com/l/cbCaioV11ZLhUzOU","pdf",315476,"English","# Introduction\n## Literature Review\n## Argumentation as a Practice (Structural and Functional)\n## Collective Argumentation Principles\n## Challenges for Young Students\n## Intersubjectivity in Early Argumentation","[{\"question\":\"What is the focus of this study in mathematics learning?\",\"answer\":\"The study examines how one primary mathematics teacher supported students’ development of collective argumentation through an extended, argument-based mathematical inquiry sequence.\"},{\"question\":\"Why is argumentation important for mathematical understanding?\",\"answer\":\"Argumentation supports deeper conceptual understanding and reasoning by requiring students to justify claims, evaluate validity, and engage in disciplinary dialogue.\"},{\"question\":\"What challenges do young students face in collective argumentation?\",\"answer\":\"Young students often struggle to consider others’ viewpoints and may follow an egocentric pattern, which limits participation in dialogues with shared goals.\"}]","Argument-Based Mathematical Inquiry - Teacher Strategies for Supporting Young Students’ Collective Argumentation | PDF",1792057079]