Reasoning is a foundational capacity that supports learning across the primary curriculum, enabling children to justify answers, connect ideas, evaluate evidence, and transfer knowledge to new situations. In many classrooms, however, reasoning is treated as an implicit by-product of subject teaching rather than an explicit instructional goal. This article synthesizes major cognitive-developmental, sociocultural, and educational-assessment perspectives to propose a coherent, classroom-feasible model for enhancing reasoning abilities in primary school students. The approach integrates three mutually reinforcing dimensions: reasoning-rich task design, dialogic scaffolding during learning, and metacognitive regulation supported by formative feedback. The study uses an integrative review methodology to consolidate findings from widely cited theoretical works and empirical research on learning, classroom talk, metacognition, and formative assessment, with a focus on instructional principles applicable to early grades. As a result, the paper presents a practical model describing how teachers can move from answer-focused routines toward justification-focused learning, how they can structure classroom discourse to externalize thinking, and how they can assess reasoning using transparent criteria that value explanation quality. The discussion outlines implementation conditions, including teacher professional learning, curriculum alignment, and equity considerations, and identifies limitations and priorities for future empirical validation. The proposed model aims to support teachers and curriculum designers seeking measurable improvements in students’ reasoning without adding excessive instructional overload.

Reasoning ability, critical thinking, primary education

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