Argumentation charts as tools for analysing students' argumentations

Traditional argument theories focus on how the structure of statements determinestheir contribution to an argument. Such theories are useful in analysing arguments asproducts, or for analysing the sub-arguments that are generated during anargumentation. This paper outlines a method for analysing an argumentation as aprocess, focusing on the social interactions between pairs of Year 8 students and theteacher-researcher in the context of geometric reasoning