Teachers’ perspectives on mathematical argumentation, reasoning and justifying in calculus classrooms

International audienceAn interview study on mathematical argumentation (in a broad sense) was conducted with teachers of upper-secondary calculus classrooms. This paper describes the study’s methods and its results. By using qualitative text analysis, four major categories were created to depict the current state of mathematical argumentation in calculus classrooms. Two dominant problem areas were revealed: Students’ language difficulties and the heterogeneity of students. To address these problems, a learning environment was designed and evaluated in a follow-up study