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The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students’ and teacher’ utterances in the classroom using field-independent Toulmin’s theory of argumentation. Analyzing students’ and teacher’ utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.]