Wainwright, E, Attridge, N, Wainwright, D, Alcock, L and Inglis, M (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. ISSN 1479-4802

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Official URL: http://dx.doi.org/10.1080/14794802.2017.1285720


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 article 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.

Item Type: Article
Keywords: Theory of Formal Discipline (TFD); mathematics education; thinking skills; policy; logical reasoning; conditional reasoning
Divisions: College of Liberal Arts
Date Deposited: 28 Feb 2017 16:06
Last Modified: 28 Sep 2017 08:40
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