WESTERN AND EASTERN PERSPECTIVES ON ARGUMENTATION IN MATHEMATICS CLASSROOM: A CRITICAL REVIEW
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Abstract
Argumentation has been a subject of research in mathematics education since the 1950s, with increasing interest from scholars across various perspectives. This article aims to provide a critical review of argumentation in mathematics classrooms by examining Western and Eastern cultural perspectives through a literature review and comparative analysis. In Western cultures, argumentation often emphasizes logical reasoning, evidence-based support, and individualism, whereas in Eastern cultures, collaborative learning and harmony in communication are prioritized. These differing perspectives influence classroom discourse structures and research methodologies in mathematics education. This review highlights key distinctions and discusses two main aspects: (1) the development of argumentation-related concepts, including definitions of argumentation in mathematics education from Western and Eastern viewpoints, as well as its connection to mathematical proof; and (2) critical discussions on argumentation frameworks and classroom practices from both cultural perspectives. Additionally, the article presents practical classroom examples of argumentation using Transformative Lesson Study incorporated with Open Approach. Finally, it explores future research directions that may contribute to the mathematics education research community.
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