Mathematical reasoning is a central component of mathematics education. This study investigated the relationship between mathematical reasoning and the metacognitive processes students employ during problem-solving. The research adopted a qualitative approach grounded in the interpretivist paradigm and was guided by the iterative visualisation thinking cycle.

Data were collected through a structured questionnaire designed to prompt participants to reflect explicitly on their thinking processes while solving mathematical problems. The findings indicate that students employed multiple problem-solving approaches, highlighting the pedagogical value of strategy diversity in supporting conceptual understanding. The study further revealed that consistent and accurate use of mathematical definitions played a key role in the quality of reasoning and coherence of explanations. Students who demonstrated correct solutions were also able to articulate their reasoning more clearly, reflecting increasingly sophisticated problem-solving strategies and a heightened level of metacognitive awareness.