In this study, we examine the measurement of inductive reasoning in primary and secondary school students who belong to the Hungarian minority in Slovakia using a Cattel’s Culture Fair Test (CFT). In our research we wanted to find out about the suitability and usability of the CFT for testing inductive reasoning in primary and secondary school students in grades 4th, 6th, 8th, 10th and 12th. We also investigated the dynamics of inductive reasoning development, its most sensitive periods and the background factors that determine its development. It can be concluded that the CFT 20-R assessment tool differentiates well according to both sub-variables and age groups and is suitable for measuring inductive reasoning ability. We can conclude that inductive reasoning develops continuously until the 10th grade, after which it seems to stagnate. If we also take into consideration the sub-variables of inductive reasoning, then the development of topological conclusions becomes particularly significant after the completion of elementary school, but the speed of cognitive processing begins to decline at this age. From the perspective of inductive reasoning, we found that the most sensitive period is between the ages of 10 and 12. Among the background factors, we examined the effects of age, grade, gender, socio-economic status, mathematics grades on the report card, time spent on completing the test, and the student’s attitude towards mathematics. We created a model using linear regression analysis to determine the rate of inductive reasoning.