Abstract
This study aimed to investigate the relationship between mathematical reasoning and achievement in mathematics, and extend this to its correlation as a higher cognitive ability with various academic subjects in general, particularly across different levels of academic performance efficiency. The study employed a descriptive correlational approach with a sample of 106 twelfth-grade secondary school students. The sample was divided into three groups based on academic performance efficiency. The study sought to answer the following questions(1)What is the extent and direction of the correlation between mathematical reasoning as a higher cognitive qualitative ability, and achievement in mathematics as educational content? (2)To what extent does the extent and direction of this correlation vary between mathematical reasoning variables and achievement in mathematics across different levels of academic performance in this subject? (3)What is the extent and direction of the correlation between mathematical reasoning and achievement in different academic courses?(4)To what extent do the extent and direction of correlation relationships vary between mathematical reasoning variables and different academic courses across varying levels of academic performance in these courses? Naturally, these questions were addressed by verifying the validity of the following scientific hypotheses:Hypothesis1There is a strong correlation between mathematical reasoning (as a higher cognitive ability) and achievement in mathematics, as presented to fourth-grade secondary school students. Hypothesis2: The correlation between mathematical reasoning and achievement in mathematics varies in strength and weakness across different levels of academic performance efficiency in this subject.Hypothesis3:There is a strong correlation between the variable of mathematical reasoning and various academic subjects in general. However, the correlation is stronger between this ability and scientific subjects compared to subjects with linguistic or humanistic nature.Hypothesis4:The extent of correlation relationships (both strong and weak) between mathematical reasoning and different academic courses varies across different levels of academic achievement efficiency in general. The results of this study revealed the validation of all these hypotheses except for the third hypothesis, which was partially validated.The most significant findings from this study have highlighted a set of important indicators that shed light on the nature of non-cognitive factors behind academic excellence in general and specifically in mathematics, as presented in our context previously.
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