“…Specifically, collective argumentation requires teacher support because specific actions can strengthen different steps in students' argumentative processes (Yackel, 2002). This support can be provided through teacher actions or questions (Conner et al, 2014) or specialized methods to promote argumentation such as argumentative orchestration (Solar et al, 2021). This support for collective argumentation comprises a variety of resources and strategies: first, mathematical tasks open to discussion that require a variety of resolution strategies or allow for various positions in order to promote debate among students; second, communicative strategies such as the encouragement of participation, dealing with errors, and deliberate questions (Solar & Deulofeu, 2016); third, strategies for recognizing students' thinking, which include the teacher's elicitation and acknowledgment of thinking patterns in their students (Ball et al, 2009).…”