Mathematical Argumentation in Higher Education: A Systematic Literature Review

Abstract

Interest in research on mathematical argumentation is increasing, leading to growth in the field. However, empirical research on mathematical argumentation in higher education presents challenges in organising a comprehensive overview due to its diversity and variety of underlying themes and tasks. Therefore, the aim of this study is to provide a systematic review of studies that focus on mathematical argumentation in higher education. We conducted a systematic literature review with the guiding questions: "What are the characteristics of tasks used for mathematical argumentation?" and "What themes are being explored in studies on mathematical argumentation in higher education?" The results of this review indicate a strong correlation among mathematical argumentation in higher education, mathematical proof tasks, and instructional design. Additionally, empirical studies conducted between 1995 and 2023 have identified four primary research themes encompassing student abilities, collaboration, designing and teaching, and assessment. Our analysis offers a detailed examination and appraisal of each of these themes and associated tasks, in conjunction with current trends, facilitating a more organized understanding of this multifaceted research discipline.