Towards an interactional perspective on argumentation in school mathematics

International audienceThis paper discusses theoretical and methodological considerations which have emerged from reviewing the literature related to my PhD research project which adopts an interactional perspective on the development of the argumentation process in primary school mathematics. This led me to distinguish the factors involved in mathematics classroom interaction during the development of the argumentation process, as well as to examine the possible relations and interrelations of these factors. The outcome of this process was, first, to clarify theoretical aspects and, second, to create a preliminary model, called the “Mathematics Classroom Interactional Model” (MCIM), positing two levels of classroom interaction and the possible relations within each of them and between the