This study investigates the effect which
students’ misbehaviours have on senior secondary schools
mathematical argumentation. Ninety mathematics
teachers were used as subjects of the study. Behavioural
Mathematical Argumentation Questionnaire (BMAQ) was
used to get information on the type of mathematics
argumentation logics and methods that the respondents
were using and the challenges they were facing. Data
obtained were analyzed with Chi-square and Pearson
product moment correlation statistics. The result shows
that students’ misbehaviours have effect on the quality of
mathematical argumentation and teaching duration.
Keywords : Argumentation, Students’ Misbehaviours, Challenges, Quality, Teaching Duration.