Pose a cognitive demands that exceed what is necessary to solve common problems, even when knowledge and skills required for their solution have been learned. Unusual problems may be purely mathematical or can be framed in real life. Both types of items involve the transfer of knowledge and skills to new situations, one of its features is that there are often interactions between thinking skills. Most of the other behaviors listed in the domain of reasoning are those which can be exploited to think about these problems and solve them, but each of them alone is a valuable outcome of mathematics education, with the potential to influence one way More generally in the thinking of learners. (Similarly see: financial technology). For example, the reasoning involves the ability to observe and speculate. It also involves making logical deductions based on rules and specific assumptions and justify the results. Formulate hypotheses, make appropriate assumptions to investigate patterns, discuss ideas, propose models to examine data sets, specify a result (number, pattern, quantity, processing, etc.) Resulting from an operation or experiment before it is carried out . Identify and describe or analyze relationships using variables or objects in mathematical situations, analyze statistical data invariants; decomposing geometric shapes to simplify the resolution of a problem, draw, make valid inferences from given information.
Discuss Assess and critically evaluate a mathematical idea, conjecture, problem-solving strategy, method, demonstration, etc. Example: Two painters use two cans of paint to paint a fence. Next you use the same kind of paint to paint a fence that is twice as long and twice as high. .