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Argumentation is a core disciplinary practice in mathematics and science that is important for both content understanding and everyday reasoning. In this report, we investigate how the National Science Foundation’s (NSF’s) recent research investments have advanced understanding and supported the development of interventions that improve the teaching and learning of argumentation in mathematics and science education. In the 5 years spanning 2011 to 2015, NSF’s Discovery Research PreK–12 (DRK-12) program funded or cofunded 23 projects relating to argumentation, with more than $40 million awarded. These 23 DRK-12 projects primarily focused on argumentation in high school and middle school and applied correlational/observational and longitudinal methods (rather than quasiexperimental or experimental methods), often reporting on the design and implementation of technological supports for the teaching and learning of argumentation. Our synthesis of empirical findings focused on how these projects studied both teacher- and student-facing interventions that improved the teaching and learning of argumentation, as well as naturalistic observations of argumentation in classroom settings that helped inform the design and development of future argumentation interventions. Link to PDF: https://www.air.org/sites/default/files/2022-05/Mathematical-and-Scientific-Argumentation-in-PreK-12-April-2022.pdf