Logical Reasoning in maths

Mathematics is a formal discipline that deals with abstract and conceptual objects aiming to reach absolute truth. In teaching mathematics, reasoning is an important tool in the development of other mathematical skills and in problem solving. thıs study aıms to ınvestıgate the effect of the mathematics course taught with logical reasoning methods on the success of students in skill-based questions and students' opinions. The use of deductive, inductive and analogical reasoning, which are the reasoning methods, in subject teaching and investigating the effects on students' success in skill-based questions is important both in terms of its contribution to mathematics educators and because it is a research that has not been done in the literature. In the research, a total of 35 students in the seventh grade, 18 of whom were in the experimental group and 17 of them in the control group, were studied. due to the use of qualitative and quantitative data, the method of this research is mixed method research. While the topics related to the polygons sub-learning field were taught according to the lesson plan in which logical reasoning methods were applied with the experimental group students, the same topics were taught with traditional methods with the control group students. A pre-test was prepared from the skill-based questions uploaded to the Measurement and Evaluation System by the Ministry of National Education and applied to the experimental and control groups. The post-test, which was prepared in parallel with the pre-test questions in terms of difficulty and achievement, was applied to the experimental and control groups separately after the application was completed. After the application was finished, the opinions of the experimental group students were taken with a semi-structured form. The data obtained from the experimental and control groups with the pre-test and post-test were analyzed with a statistical package program processed in the computer environment. Student opinions were subjected to content analysis. In the results of the study, the pre-test and post-test averages of the experimental group students who were taught with logical reasoning methods differed significantly in favor of the post-test, and it was determined that the difference in the pre-test and post-test results of the control groups, who were taught with traditional methods, was not significant. In addition, it was observed that the post-test averages of the experimental and control groups differed significantly in favor of the experimental group. When the opinions of the experimental group students were examined, it was concluded that in the lessons taught using logical reasoning methods, the rules were reached by themselves, they were fun, and skill-based questions were difficult, but there were mostly changes in their thoughts.