Participation of non-dominant students in argumentation in the mathematics classroom

This article focuses on argumentation in mathematics classrooms in two different geographic contexts, the US and New Zealand. Drawing on data from a case with immigrant students (Pāsifika) in NZ and a case with Mexican American students in the US, we argue for the need to study the concept of argumentation through a cultural and language lens. Our analysis across the two cases points to common features that supported students’ engagement in argumentation. Building relationships and encouraging and supporting students to be themselves are seen as resources for argumentation. The similarities across two very different contexts are striking. As we think of how to develop environments that support non-dominant students’ participation in mathematical argumentation, we may want to learn from and build on students’ cultural ways of being.