What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

Abstract The important role of student agency in collaborative problem-solving has been acknowledged previous mathematics education research. However, what remains unknown are the processes open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording two groups (each consisting four students) taking part problem-solving. We framework for construction mathematical arguments its interplay with by Mueller et al. (2012). This original is supplemented (i) testing revising it context tasks, (ii) rather than pairs working (iii) offering strengthened methodological pathway analysing such context. Based our findings, suggest suits new some extensions. First, note differences were not only identified terms discourse students drew on, but how able to shift between various discourses, as “mathematical” “non-mathematical” discourses. identify novel reflecting agency, invalidation discourse, which refers denying other students’ framing their contribution invalid. Finally, discuss need reframe arguments—and indeed agency—while task at hand concerns contexts.