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ERIC Number: EJ1091426
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1479-4802
The Development of Reasoning Skills during Compulsory 16 to 18 Mathematics Education
Attridge, Nina; Doritou, Maria; Inglis, Matthew
Research in Mathematics Education, v17 n1 p20-37 2015
The belief that studying mathematics improves reasoning skills, known as the Theory of Formal Discipline (TFD), has been held since the time of Plato. Research evidence supports this idea, at least in the context of students who had chosen to study post-compulsory mathematics. Here we examined the development of reasoning skills in 16- to 18-year-old Cypriot students, who are required to study mathematics until age 18. One hundred and eighty-eight students, studying high- or low-intensity mathematics, completed the abstract Conditional Inference Task and the contextual Belief Bias Syllogisms task at ages 16, 17 and 18. While the high-intensity group improved on the conditional inference task and showed a reduction in belief bias, the low-intensity group did not change on either measure. This is promising for the TFD, but suggests that a certain level of mathematical study may be necessary for students' general reasoning skills to develop.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus