Argumentation Is Elementary: The Case for Teaching Argumentation in Elementary Mathematics Classrooms

Part of the Mathematics in Mind book series (MATHMIN)


Navigating the information age successfully requires that consumers of data assess and critique the validity of its content and in doing so, create a logical argument that supports or refutes its truth. Furthermore, the skill sets and qualifications expected of the workforce no longer consist of following simple routines, but necessitate problem solving and the understanding of complex systems through constructing, describing, explaining, manipulating, and predicting (English et al. 2013). These skills are central to mathematics, and we believe that, more specifically, the development of strong argumentation and reasoning skills in mathematics enables learners to navigate the complexities and the increasing volume of information they encounter. In this chapter, we contend that argumentation needs to play a more significant role in elementary mathematics and that its implementation can enable learners to develop key skill sets that are essential for deep mathematical thinking and reasoning skills.


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Authors and Affiliations

  1. 1.University of TorontoTorontoCanada

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