Mathematics educators use argumentation as a technique to help students understand concepts which often appear abstract to the novice learner. The authors of this paper investigated argumentation as a strategy to improve conceptual learning in the fundamental engineering course statics and examined how to modify mathematical argumentation to meet the needs of engineering students enrolled in the fundamental engineering course statics. The paper will report the academic performance of students enrolled in a statics section taught using traditional lectures to the academic performance of students enrolled in a statics course taught using argumentation. The paper will also provide qualitative information regarding how argumentation developed for mathematical education was modified to meet the needs of students enrolled in an engineering science course. This investigation is being conducted during the fall semester of 2016 and will continue during the spring semester of 2017. A preliminary investigation was completed in the spring of 2016 and current in review for publication will be discussed, briefly, so that the reader will understand what led to this present study.
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