A collaborative action research project with preservice teachers built on Wood's (2003) paper on strategy reporting, inquiry and argumentation and the NSW Department of Education and Training documents called substantive communication. There is little research on argumentation about space mathematics in primary schools so this is the focus of the reported study. A qualitative analysis of the data shows that these teachers took account of students' current knowledge and tried to extend it, acted upon their reflections of their teaching, and provided effective challenges and questions. Within space mathematics, we see incidences of strategy reporting and argumentation reminiscent of Wood's (2003) paper. (Contains 1 figure.) [For complete proceedings, see ED496851.]