Journal of Education, Society and Behavioural Science

The purpose of this study was to assess the perception of in-service mathematics teachers enhancing students’ reasoning skills in mathematics. Exploratory survey design and quantitative research method were used. 102 in-service mathematics teachers were taken using stratified random sampling based on the mathematics teachers of postgraduate diploma in teaching (PGDT) and master programs. The data was collected by a four point rating scale, and analyzed by mean, standard deviation, correlation, independent sample t-test, one-way and two-way ANOVA. The major finding were, most of the mathematics teachers felt that they make reasoning as a focus in any mathematics class; Engage, develop and monitor students' mathematical understanding, skills, and reasoning; Constantly reflect on teaching practice, identify student progress and make instructional decisions; Apply inductive and deductive reasoning techniques and multiple representations to enhance the reasoning skills and support students to judge the validity of mathematical arguments and draw appropriate conclusions. In addition, the PGDT mathematics teachers had more experience in enhancing students' reasoning skills in mathematics than Master mathematics teachers (t=3.239, df=99, P=.002) and the preparatory mathematics teachers’ response significantly negatively deviated from primary and secondary mathematics teachers in the variable enhancing students' reasoning skills in mathematics (F(2,98)=5.387, P=.006). But the short, average and long service year mathematics teachers had nearly similar responses on enhancing students' reasoning skills in mathematics (F(2,98)=1.559, P=.215). As a conclusion, teachers select open-ended tasks that engage and develop students' mathematical thinking, understanding, skills, and reasoning; emphasizes the mathematical discourse in the classroom; use different assessments techniques to promote students reasoning and apply a variety of instructional techniques.