In the twenty-first century, the landscape of education is being transformed by Artificial Intelligence (AI). Among the emerging technologies, large language models such as ChatGPT have revolutionized the way learners interact with knowledge. Mathematics, traditionally viewed as an abstract and difficult subject, demands reasoning, logical deduction, and structured problem-solving. However, conventional classroom practices often fail to provide individualized guidance and timely feedback essential for the development of mathematical reasoning. This study explores how AI, particularly ChatGPT, can enhance mathematical reasoning skills through adaptive scaffolding, meta-cognitive engagement, and feedback mechanisms. The research integrates theories of constructivism, connectivism, and cognitive load to develop a conceptual framework that explains how AI mediates learning. A mixed-method research design is proposed, involving experimental and qualitative inquiry to examine the pedagogical impact of ChatGPT in secondary mathematics education. The study discusses how AI can offer scaffolded explanations, Socratic questioning, and personalized learning paths while maintaining ethical integrity and academic rigor. Furthermore, this paper elaborates on the pedagogical, ethical, and equity considerations essential for AI integration. It proposes that when used responsibly, ChatGPT can supplement teachers by providing dynamic, context-sensitive support that fosters reflection and higher-order thinking. The findings highlight the importance of teacher mediation, digital literacy, and critical verification of AI outputs. The study concludes that AI, aligned with sound pedagogy, can play a transformative role in mathematics education by enhancing reasoning, reflection, and problem-solving competencies that are critical in an AI-driven world.