This study examines the design and implementation of a five day classroom intervention using collaborative puzzle based tasks to support the development of mathematical reasoning among secondary school students. The intervention was conducted with 230 students across Grades 8 and 9. The study focuses on how structured task progression and group interaction influence student engagement, participation, and reasoning strategies. Data were collected through classroom observations, student reflections, and facilitator notes, and analysed using thematic approaches. Findings indicate increased student engagement, improved participation, and a shift from answer focused approaches to reasoning focused engagement. The study contributes to understanding how classroom based interventions can support mathematical reasoning through interactive and collaborative learning environments.
Joseph Baya Karisa (Fri,) studied this question.