{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T04:31:11Z","timestamp":1786681871605,"version":"build-2736575974"},"reference-count":36,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T00:00:00Z","timestamp":1786665600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    Mathematical reasoning is a core goal of elementary mathematics, yet classroom opportunities to conjecture, justify, and evaluate claims remain uneven. This study examined the effects and implementation of a Structured Five-Step Collaborative Inquiry-Based Instructional Model (CIBI) in Grade 4 mathematics. Using a pretest\u2013posttest nonequivalent control-group design, 96 students (Class A,\n                    <jats:italic>n<\/jats:italic>\n                    \u202f=\u202f47; Class B,\n                    <jats:italic>n<\/jats:italic>\n                    \u202f=\u202f49) in a public school in Chengdu, China received either 5\u202fweeks of CIBI (20 lessons) or business-as-usual instruction. Reasoning was assessed with a 10-item open-ended Mathematical Reasoning Test using parallel forms (\u03b1A\u202f=\u202f0.964, \u03b1B\u202f=\u202f0.967; form equivalence\n                    <jats:italic>r<\/jats:italic>\n                    \u202f=\u202f0.993) and analytic scoring (ICC\u202f=\u202f0.994). Observation-based fidelity differentiated conditions (\n                    <jats:italic>M<\/jats:italic>\n                    \u202f=\u202f1.10 vs. 0.48, 0\u20133). Mixed-effects modeling showed greater pre\u2013post gains under CIBI (time \u00d7 condition\n                    <jats:italic>b<\/jats:italic>\n                    \u202f=\u202f3.76,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001), and posttest differences favored CIBI (\n                    <jats:italic>d<\/jats:italic>\n                    =\u202f0.66); the adjusted advantage at the mean pretest was 3.84 points. Findings were robust to covarying midterm achievement and indicated improvements across conjecturing, evidence use, justification, and near-transfer. Overall, CIBI offers a practicable scaffold for strengthening elementary reasoning.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1813634","type":"journal-article","created":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T04:23:36Z","timestamp":1786681416000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["A structured five-step collaborative inquiry approach to mathematical reasoning in elementary school: effects and implementation evidence"],"prefix":"10.3389","volume":"17","author":[{"given":"Huan","family":"Zeng","sequence":"first","affiliation":[{"name":"Faculty of Education, Sichuan Normal University","place":["Chengdu, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jingwen","family":"Feng","sequence":"additional","affiliation":[{"name":"Faculty of Education, Sichuan Normal University","place":["Chengdu, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Meng","family":"Dai","sequence":"additional","affiliation":[{"name":"Faculty of Education, Shinawatra University","place":["Pathum Thani, Thailand"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,14]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"299","DOI":"10.1007\/s10649-025-10420-1","article-title":"The construction of mathematical reasoning as a pedagogical object: Alderton & Pratt","volume":"120","author":"Alderton","year":"2025","journal-title":"Educ. 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