Mathematical Reasoning and Critical Thinking using Data-Science-Infused Assessment of Grade 10 Students

Abstract

Mathematical reasoning and critical thinking are fundamental skills in authentic mathematical contexts. This descriptive- correlational study determined the mathematical reasoning and critical thinking of 395 out of 1,050 randomly selected Grade 10 students using G*power from a selected public secondary school in the northern part of Negros Occidental during the School Year 2025–2026. A 40-item researcher-developed, validated, and reliability-tested instrument was used to gather data. Descriptive statistics, One-way Analysis of Variance (ANOVA), Tukey's HSD, Spearman’s rank-order correlation, and simple linear regression were employed. Findings revealed low proficient levels of mathematical reasoning and critical thinking. However, students with low socio¬economic status, moderate access to digital resources, and average and below-average academic performance obtained not proficient levels of critical thinking. Significant differences were found in mathematical reasoning according to socio-economic status between high and low groups and academic performance between high and average groups. Significant strong positive relationship existed between mathematical reasoning and critical thinking in which mathematical reasoning significantly predicted students' critical thinking. The findings support existing literature on persistent challenges in higher-order thinking and emphasize the value of data-science-infused assessments. Accordingly, Project MRiCT was developed as an instructional intervention to strengthen students' mathematical reasoning and critical thinking.