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Title: Support with caveats: advocates’ views of the Theory of Formal Discipline as a reason for the study of advanced mathematics
Authors: Wainwright, Elaine
Attridge, Nina
Wainwright, David
Alcock, Lara
Inglis, Matthew
Keywords: Theory of formal discipline
Mathematics education
Thinking skills
Policy
Logical reasoning
Conditional reasoning
Issue Date: 2017
Publisher: ©Taylor & Francis (Routledge)
Citation: WAINWRIGHT, E. ...et al., 2017. Support with caveats: advocates’ views of the Theory of Formal Discipline as a reason for the study of advanced mathematics. Research in Mathematics Education, 19 (1), pp. 20-41.
Abstract: The Theory of Formal Discipline (TFD) suggests that studying mathematics improves general thinking skills. Empirical evidence for the TFD is sparse, yet it is cited in policy reports as a justification for the importance of mathematics in school curricula. The study reported in this paper investigated the extent to which influential UK advocates for mathematics agree with the TFD and their views on the arguments and evidence that surround it. Quantitative and qualitative analysis of data from structured interviews revealed four themes: broad endorsement of the TFD; reference to supportive employment data; the possibilities that mathematics education might not always effectively develop reasoning and that study of other subjects might have similar effects; and concerns about causality and the extent of the evidence base. We conclude that advocates broadly support the TFD despite being aware of its limitations.
Description: This paper is in closed access until 7th October 2018.
Sponsor: This work was supported by a Royal Society Worshipful Company of Actuaries Research Fellowship to Matthew Inglis.
Version: Accepted for publication
DOI: 10.1080/14794802.2017.1285720
URI: https://dspace.lboro.ac.uk/2134/24201
Publisher Link: http://dx.doi.org/10.1080/14794802.2017.1285720
ISSN: 1754-0178
Appears in Collections:Closed Access (Mathematics Education Centre)

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