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Studies on mathematics achievement status show that mathematical reasoning in Malaysian education is critical, especially among university students. Students' attitude toward mathematics is affected by affective, behavioural and cognitive factors. The present research investigated the connections between these variables and their impact on individuals' attitudes towards mathematics reasoning. A statistical analysis method, namely, AMOS-Structural Equation Modelling, was used in this approach. The survey method involving 378 university education students around the Klang Valley was selected using a proportional stratified random sampling technique. The respondents must complete the mathematics reasoning assessment and answer the questionnaire consisting of three components: affective, behavioural and cognitive towards mathematics reasoning. AMOS-Structural Equation Modelling (AMOS-SEM) was applied using data obtained from questionnaires. Results demonstrated that the measurement models showed acceptable validity and reliability by removing some indications from the scales. The findings illustrate the relationship between students' attitudes and mathematical reasoning. Moreover, attitude is significantly related to students' mathematical reasoning performance in university education. The next study's recommendation involves an interview session to explore more findings that might impact their learning in mathematical reasoning.

There are many difficulties that can be identified when students solve mathematic problems especially in solving probability word problems. This study was conducted to identify the major obstacles faced by matriculation college students while solving the probability of an event word problems. Seven college students were the sample for this case study. Clinical interviews are used as a data collection. This data collection technique was selected based on the researcher’s observation on the participants as they answered the probability word problem task. The task was given during the interview session. Semi structured interviews are used to obtain in depth information. Think-aloud analysis involves observations leading to individual behaviours in the oral or nonverbal form of participants and the researcher’s field notes. Participants were found to have difficulty interpreting probabilities. There are three categories of difficulties that have been identified, namely not knowing the meaning of the word, not knowing the nature of the probability and not being able to identify the goal of the probability word problem.

Conceptual understanding of properties of operations is an important element of algebraic thinking in primary school. Mathematical processes should be focused rather than mathematical products starting from primary school. The purpose of this study was to examine the Year Five pupils' understanding of relationship between addition and subtraction. Researchers utilized quantitative approach to investigate Year Five pupils' conceptual understanding of addition and subtraction. Pencil and paper based assessment consisting of three items was employed to collect the data. The three items comprised direction of change and relationship between addition and subtraction items. The three items also consist of reasoning sections. This article reports the analysis of the responses of 720 Year Five pupils from a district of Malacca. The findings showed the majority of the sample were unable to perform well for the items testing relationship between addition and subtraction. They could not work with addition and subtraction properties. The majority of them were also unable to provide conceptual reasoning for their answer. Only about half of the sample were aware about the inverse relationship of addition and subtraction.