Third‐ and fourth‐year secondary school pupils who were following on the one hand ‘traditional’ or on the other hand ‘modern’ mathematics courses were tested for a variety of abilities. On four out of five tests of critical thinking and on three out of five tests of creative thinking, the experimental sample‐‐ those doing ‘modern’ mathematics‐‐proved superior.
Educational Research
Volume 13, 1970 - Issue 1
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