Dialogic-dialectic mathematical argumentation

Abstract

The importance of mathematical argumentation for learning is undeniable. Yet there seems to be an underlying complexity constituting a good mathematical argumentation, particularly in the context of classroom-based group work, where social goals as well as disciplinary ones are at play. This paper hopes to provide a better understanding on how we can study learners’ behaviour during collective argumentation to inform the teaching and learning of argumentation in mathematics. In particular, it highlights how the potential and value of two seemingly distinct perspectives of understanding argumentation - dialogic and dialectic - can be used in concert for a more comprehensive understanding of mathematics argumentation.