Logical Reasoning Model Strengthening High School Mathematics Through Sequenced Tasks, Assessments, and STEM Alignment
Abstract
The persistent challenge of weak logical reasoning skills among high school students continues to undermine mathematics achievement and broader STEM readiness. This review paper examines the role of a logical reasoning–centered instructional model in strengthening high school mathematics through carefully sequenced learning tasks, formative and summative assessments, and intentional alignment with STEM disciplines. Drawing on contemporary research in cognitive science, mathematics education, and instructional design, the study synthesizes evidence on how structured reasoning progressions—from concrete representations to abstract generalizations—support deeper conceptual understanding and problem-solving competence. The review highlights how task sequencing grounded in deductive, inductive, and proportional reasoning can reduce cognitive overload while promoting transfer of learning across mathematical domains such as algebra, geometry, and data analysis. Additionally, the paper explores assessment strategies that move beyond procedural accuracy to evaluate reasoning quality, argumentation, and mathematical justification. Emphasis is placed on STEM alignment, demonstrating how logical reasoning models bridge mathematics with scientific inquiry, computational thinking, and engineering design processes. The findings suggest that integrating reasoning-focused tasks with coherent assessment frameworks enhances mathematical sense-making, student engagement, and long-term retention. The paper concludes by identifying implementation challenges, teacher professional development needs, and future research directions, positioning logical reasoning models as a foundational framework for advancing equitable, rigorous, and STEM-connected high school mathematics instruction.
Keywords
Logical reasoningHigh school mathematicsSequenced instructional tasksAssessment for learningSTEM integrationMathematical cognition.
References
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