Developing Pattern Based Mathematical Reasoning Through Puzzle Based Tasks: Evidence from a Classroom Study

This study examines how puzzle based classroom tasks support the development of pattern based mathematical reasoning among students in a comprehensive school setting. Using an explanatory sequential mixed methods design, the study integrates quantitative and qualitative data to analyse both performance outcomes and underlying reasoning processes. A sample of 230 Grade 8 and 9 students participated in a five day classroom intervention involving collaborative puzzle based tasks. Quantitative data from pre and post assessments showed statistically significant improvements in pattern recognition performance, with a moderate effect size. Qualitative analysis of student work, classroom observations, and think aloud problem solving sessions revealed a progression from trial and error approaches to more structured reasoning involving pattern recognition and generalisation. Integration of findings indicates that improvements in performance are closely associated with the development of more advanced reasoning strategies. Students who demonstrated greater gains were more likely to exhibit generalised reasoning, while lower gains were associated with continued reliance on trial and error approaches. The study provides empirical evidence linking performance outcomes to reasoning processes and offers practical insights for designing instructional approaches that support deeper mathematical thinking and systematic problem solving in classroom settings.