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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8571

Title: The effect of authority on the persuasiveness of mathematical arguments
Authors: Inglis, Matthew
Mejia-Ramos, Juan P.
Issue Date: 2009
Publisher: Routledge (© Taylor and Francis)
Citation: INGLIS, M. and MEJIA-RAMOS, J.P. 2009. The effect of authority on the persuasiveness of mathematical arguments. Cognition and Instruction, 27 (1), pp. 25-50.
Abstract: Three experiments are reported which investigate the extent to which an authority figure influences the level of persuasion undergraduate students and research-active mathematicians invest in mathematical arguments. We demonstrate that, in some situations, both students and researchers rate arguments as being more persuasive when they are associated with an expert mathematician than when the author is anonymous. We develop a model which accounts for these data by suggesting that, for both students and researchers, an authority figure only plays a role when there is already some uncertainty about the argument’s mathematical status. Implications for pedagogy, and for future research, are discussed.
Description: This is an electronic version of an article published in the journal, Cognition and Instruction [© Taylor and Francis]. The definitive version is available online at: www.tandfonline.com
Version: Accepted for publication
DOI: 10.1080/07370000802584513
URI: https://dspace.lboro.ac.uk/2134/8571
Publisher Link: http://dx.doi.org/10.1080/07370000802584513
ISSN: 0737-0008
1532-690X
Appears in Collections:Published Articles (Mathematics Education Centre)

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