Abstract

Although the literature on modelling and argumentation is extensive, little has been written on both these mathematical competencies together. The purpose of this article is to identify relationships between argumentation and the stages of the modelling cycle that students go through in the mathematics classroom. Through a multiple case design, the article presents an analysis of three teachers' lessons aimed at promoting modelling and argumentation competencies. Results indicate that moments of argumentation with warrants and rebuttals emerge heterogeneously across various stages of the modelling process and that high levels of argumentative structures featuring rebuttals do not ensure high levels of modelling.