Argumentation in K–12 Mathematics Classrooms: A Systematic Literature Review

• In Event: 64.087 - MTCC Roundtable Session 28
  In Roundtable Session: 64.087-6 - Proof, Argument, and Debate in Mathematics Classrooms

Abstract

Recent national recommendations and policy changes advocate for students to create mathematical arguments in K-12 classrooms. We conducted a systematic literature review to understand how policy has affected practice and to determine the characteristics of literature on K-12 argumentation. In this review, we screened 8,094 articles, coded the articles for information about argumentation in K-12 classrooms, and analyzed the articles thematically. We categorized the studies to reveal gaps, over-emphasis, and limitations in the prior research. From these results, we present recommendations for policy, future research, and practice.

Authors

• Tye Campbell, The University of Alabama

• Nicholas King, The University of Tennessee - Knoxville