CONCEPTIONS AND CONSEQUENCES OF WHAT WE CALL ARGUMENTATION, JUSTIFICATION, AND PROOF.

Argumentation, justification, and proof are conceptualized in many ways in extant mathematics education literature. At times, the descriptions of these objects and processes are compatible or complementary; at other times, they are inconsistent and even contradictory. The inconsistencies in definitions and usages of the terms argumentation, justification, and proof highlight the need for scholarly conversations addressing these (and other related) constructs. Collaboration is needed to move toward, not one-size-fits-all definitions, but rather a framework that highlights connections among them and exploits ways in which they may be used in tandem to address overarching research questions. Working group leaders aim to facilitate discussions and collaborations among researchers to advance our collective understanding and conveyed use of argumentation, justification and proof, particularly the relationships among these important mathematical constructs. The 2018 working group sessions will extend previous conversations into issues of teacher preparation with respect to argumentation, justification, and proof. The group will also discuss how issues of equity, social justice, and marginalized populations intersect with the teaching and learning of argumentation, justification, and proof. [ABSTRACT FROM AUTHOR]