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Mathematical Argumentative Writing in K–12 Education: A Systematic Literature Review.

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Title: Mathematical Argumentative Writing in K–12 Education: A Systematic Literature Review.
Authors: Lehmann, Timothy H.1 (AUTHOR) t2.lehmann@qut.edu.au, Friend, Lesley1 (AUTHOR)
Source: International Journal of Science & Mathematics Education. Dec2025, Vol. 23 Issue 8, p3679-3705. 27p.
Subject Terms: *Mathematics education, *Teaching methods, *Cognitive learning theory, *Secondary education, Logic
Abstract: Mathematical argumentative writing has emerged as a genre of interest in K–12 mathematics education because of its essential role in enhancing students' ability to communicate mathematically, which aligns with educational standards worldwide. However, existing literature reviews about mathematical writing provide little insight into mathematical argumentative writing and the teaching and learning strategies that best promote it. To address this problem, we conducted a systematic literature review by searching indexing databases. Based on 55 journal articles, conference papers, and book chapters about mathematical argumentative writing published between January 1990 and November 2024, we indicate the following. There were 28 articles that had a focus on instructional methods and 27 articles with an analytical focus. A cognitive perspective on writing was adopted in about half of the articles, with social and integrated social/cognitive perspectives adopted in the remaining articles. About half of the articles adopted Toulmin's (1958/2003) model of argumentation, providing consistency across mathematical argumentative writing articles and the broader mathematics education literature. A summary of prompts used by researchers and educators is included, which may be of use to both teachers and researchers. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Dec2025, Vol. 23 Issue 8, p3679-3705. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning+theory%22">Cognitive learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Logic%22">Logic</searchLink>
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  Data: Mathematical argumentative writing has emerged as a genre of interest in K–12 mathematics education because of its essential role in enhancing students' ability to communicate mathematically, which aligns with educational standards worldwide. However, existing literature reviews about mathematical writing provide little insight into mathematical argumentative writing and the teaching and learning strategies that best promote it. To address this problem, we conducted a systematic literature review by searching indexing databases. Based on 55 journal articles, conference papers, and book chapters about mathematical argumentative writing published between January 1990 and November 2024, we indicate the following. There were 28 articles that had a focus on instructional methods and 27 articles with an analytical focus. A cognitive perspective on writing was adopted in about half of the articles, with social and integrated social/cognitive perspectives adopted in the remaining articles. About half of the articles adopted Toulmin's (1958/2003) model of argumentation, providing consistency across mathematical argumentative writing articles and the broader mathematics education literature. A summary of prompts used by researchers and educators is included, which may be of use to both teachers and researchers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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