This study aims to examine the relationship between middle school students' mathematical reasoning skills and their mathematics achievement. Mathematical reasoning is a critical process that develops students' problem-solving, analytical thinking, and logical reasoning skills. Determining the relationship between these skills and academic achievement is important for developing effective teaching strategies in education. The research was conducted with the relational survey model, one of the quantitative research methods. In the study, 210 students selected by purposive sampling methods from middle schools in the Marmara region participated during the 2023–2024 academic year. Data were collected using the end-of-year mathematics grades and the Mathematical Reasoning Skills Assessment Scale. The data were analyzed using descriptive statistics, independent samples t-test, and Pearson correlation analysis. The findings revealed that students' mathematical reasoning skills were generally at an intermediate level, but they performed poorly in the sub-dimensions of recognizing different representations of the same data, questioning the correctness of the solution path, and developing logical ways to solve problems. Male students were more successful in certain sub-dimensions, and 8th graders had higher reasoning skills than 7th graders. In addition, a significant positive relationship was found between mathematical reasoning skills and mathematics achievement. These results suggest that problem-based learning, metacognitive strategies, and non-routine problem-solving activities should be included more in educational programs. Future studies are recommended to examine the effect of long-term instructional interventions and the role of socioeconomic factors on reasoning skills.
Rümeysa Beyazhançer (Thu,) studied this question.