Mathematical Proof Through Toulmin Argumentation Schema: A Systematic Literature Review Putri Haryani Syahar (a*), Lukman (a)
a) Mathematics and Science Education Department, Indonesia University of Education
Jalan Dr. Setiabudhi no. 229, Bandung 40154, Jawa Barat, Indonesia
*putriharyanishr[at]upi.edu
Abstract
Proof and argument are integrated mathematics entities that should be taught in the learning process. Much research has promoted Toulmin argumentation schema to represent the quality of students mathematical proof. Previous research identified using a qualitative approach to analyze mathematical proof using Toulmin argumentation schema. A systematic literature review selected 20 eligible papers published in databases. It was conducted using a PRISMA diagram to screen the papers. The findings showed a variation in the quantity of studies completed during the previous fourteen years. The majority of the research was conducted on secondary students, undergraduate students, and mathematics teachers. The specific mathematics topics that were investigated include algebra, geometry, mathematical induction, calculus, and probability. The analysis showed that the structure of students^ arguments was collapsed into elements: there are data, claim, warrant, backing, rebuttal, and qualifier. Determination types of proof were a common blunder in examining warrants. These different types of proofs can be categorized into a hierarchy, for students to move from one kind to the next, as a result, students need to develop their ability to internalize and decontextualize their reasoning. Thus, It is important to investigate students mathematical proof using Toulmin Schema, with research continuously being conducted. Reviewed research attempts to determine the extent of usability and limitations in this literature.
