This study aims to see the influence of infusion learning strategy on students' mathematical argumentation, in particular to those who were prospective math teachers. Method: It used an experimental research design involving 70 respondents. The experimental group implemented an infusion learning strategy, while the control group applied the conventional strategy. Both experimental and control groups had post-tests for data collection dealing with students' mathematical argumentation. The data would further be analyzed by using t-test through SPSS software. Findings: The result shows a significant difference between those two groups. Therefore, this study defines that infusion learning strategy brought effects on the mathematical argumentation of prospective math teachers. Implications for Research and Practice: The limitation of this study is the infusion learning strategy has only been tested on small samples. The researcher's suggestion is that further research can be implemented the infusion learning strategy to a larger sample. The mean score of post-test in the experimental group is 77.8571, while the mean score of post-test in the control group is 56.3143. It indicates that the mean score of experimental groups is significantly higher than the control group, and thus, it shows a significant difference between them on their scores.