<![CDATA[Mathematical reasoning is an important skill in mathematics learning, but in reality these skills are still relatively low in many junior high school students, while the relative contribution between gender and math anxiety to these abilities has not been widely studied simultaneously. This study intends to investigate the impact of gender and math anxiety on students' mathematical reasoning ability. Mathematical reasoning ability was the dependent variable in the multiple linear regression analysis, whereas gender and mathematics anxiety were the independent factors. Before the study, data were checked for the traditional regression assumptions of normality, linearity, homoscedasticity and absence of multicollinearity. The results indicate that the regression model significantly explains the association between predictor factors and students’ mathematical reasoning abilities, explaining 47.5% of the variance (R² = 0.475). Further investigation showed that gender has a large and significant effect on mathematical reasoning abilities, whereas math anxiety had no meaningful effect. Female students demonstrated significantly higher mathematical reasoning scores than male students. Gender appeared to be more strongly associated with students' mathematical reasoning skills than math anxiety (standardized β = 0.705 for gender vs β = 0.085 for mathematics anxiety, with a semi-partial correlation of 0.68 and 0.08, respectively, and 95% CI for unstandardized gender coefficient of [24.91; 49.50]). The finding of this study suggests that it is important to consider gender-related elements in the creation of techniques to improve students’ mathematical reasoning abilities.]]>
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