The findings revealed that primary teachers may not have a clear understanding of reasoning. Some teachers in this study could not articulate their understanding of reasoning or confused reasoning with problem solving. This confusion is to be expected since (Kilpatrick et al., 2001). between these reasoning is entwined with other proficiencies Professional inter-connections and distinctions earning is required to develop proficiencies so teachers can better attend to developing these proficiencies n their students. Teachers need to be clear about these two proficiencies so that they are able to plan worthwhile tasks that immerse students in significant mathematical content that elicits reasoning that is made public through group and whole class discussion. The gradual development of reasoning capability using age appropriate tasks as advocated by Stacey (2010) may be slow to materialise if teachers confuse problem solving with reasoning.