Argumentation opportunities developed in Grade 11 Mathematics textbooks with a focus on Euclidean geometry

The study examined how argumentation opportunities are developed in Grade 11 mathematics textbooks, with a focus on Euclidean geometry. Using an interpretivist paradigm and a descriptive qualitative approach, the study employed Stylianides’s Reasoning-and-Proving Framework to analyze the development of reasoning and proving elements in the textbooks. This framework provided a comprehensive model for evaluating processes such as identifying patterns, making claims, providing proof, and understanding the purpose of argumentation. The research used purposeful sampling to select two common and two less common Grade 11 textbooks, ensuring a diverse representation of argumentation constructs. Textbook content analysis, guided by the framework, reviewed 1084 Euclidean geometry tasks across the four textbooks. The data submitted here are the analysis of the four mathematics textbooks. All the questions found in each textbook were coded for a specific argumentation component.