Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence

Argumentation in mathematics teaching has potential to move students beyond tacit understanding of mathematical concepts and procedures towards articulation and justification of their ideas; a practice in which evidence is central. Design-based research was used to examine the nature of evidence used by a class of primary students through levels of argument and explanation. Results of this exploratory study indicate that evidence put forward became increasingly sophisticated as students' conceptions became public and therefore open to increased potential challenge. [This research was funded by the Australian Research Council (DP120100690) in partnership with Education Queensland and The University of Queensland. The author is in receipt of an Australian Postgraduate Award Scholarship and also wishes to acknowledge the financial support of the Commonwealth Government.]