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Engaging students in mathematical argumentation is essential for deep understanding and achievement, yet research has primarily focused on teacher-led facilitation. This study investigates how a video-production and structured-noticing design can foster peer-to-peer engagement in online mathematical argumentation. Following educational design research principles, I developed a task structure in which students create brief strategy videos and then comment on peers’ videos using three structured sentence stems. I then conducted task-based interviews with four upper-elementary students, comparing their noticing and engagement in contexts with and without this design. Results indicate that the combined design created space for students to attend to, interpret, and discuss key elements of each other’s mathematical arguments—leading to higher levels of engagement. This study contributes to mathematics education by presenting a practical model for integrating video-production and structured-noticing tasks into online instruction, offering adapted coding schemes for measuring student noticing and engagement, and advancing the theoretical understanding of noticing’s role in supporting peer-to-peer engagement in mathematical argumentation.