Dear Nijole Sibulskaite,

Generally speaking, within educational contexts and in courses  on mathematics, mathematical arguments are  mostly based on justifications since students employ specific  evidential and reasoning tactics  to persuade  others that the solution they have come up with is credible. On some occasions, students resort to generalizations or patterns  they have noticed in order to substantiate their claims. As such, students in the primary or middle school math classes learn to examine the problem by drawing in on these mathematical argumentation skills in order to develop mathematical claims (Rumsey 2013). I think that the best instrument for gauging these skills is the use of retrospective commentary. For using this qualitative data collecting method, you should first give a math test to students. Then after a few days, go over the test items with the presence of each student and ask them which reasoning skills they employed to reach the expected  solution.In this way, the researcher can have an emic perspectivization of mathematical argumentation skills which learners used to solve the targeted problems.

Best regards,

R. Biria

Dear Reza Biria,

thank you a lot for the comment and the link to C.Rumsey's article.

Regards

Thank you for your respond. Your advice to use the retrospective commentary method is very adaptable, I will inquire about this qualitative strategy more.

Best wishes