Gifted students’ attitudes towards mathematics: a qualitative multidimensional analysis

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

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The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2009.01.027 ◽

2009 ◽

Vol 1 (1) ◽

pp. 145-149 ◽

Cited By ~ 19

Author(s):

Serkan Çankaya ◽

Ayşen Karamete

Keyword(s):

Computer Games ◽

Attitudes Towards Mathematics ◽

Educational Computer ◽

Students Attitudes ◽

Educational Computer Games ◽

Mathematics Course

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The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

Journal of Secondary Gifted Education ◽

10.1177/1932202x9600800203 ◽

1996 ◽

Vol 8 (2) ◽

pp. 65-73 ◽

Cited By ~ 3

Author(s):

Barbara Hunt

Keyword(s):

Mathematics Achievement ◽

Gifted Students ◽

Sixth Grade ◽

Sixth Graders ◽

Heterogeneous Grouping ◽

Homogeneous Grouping ◽

Significant Difference ◽

Sixth Grade Students ◽

Students Attitudes ◽

Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

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The Effect of Demographic Variables on Secondary Level Students' Attitude towards Mathematics in Nepal

Researcher A Research Journal of Culture and Society ◽

10.3126/researcher.v4i1.33710 ◽

2020 ◽

Vol 4 (1) ◽

pp. 7-29

Author(s):

Rajendra Kunwar

Keyword(s):

Survey Design ◽

Attitude Scale ◽

Demographic Variables ◽

Family Type ◽

Global Issue ◽

Attitude Towards Mathematics ◽

Attitudes Towards Mathematics ◽

Ecological Region ◽

Students Attitudes ◽

Student’S Attitude

Student's attitude towards mathematics is a global issue that directly influences the students' achievement in mathematics. The study aimed at investigating the students' attitudes towards mathematics and the effects of demographic variables on their attitude in the selected grade IX Students in Provence No 1, Nepal. The study has adopted a quantitative survey design. A total of 540 grade IX students were selected randomly and the revised attitude scale ATMI of Tapia and Marsh (2004) was adopted to find out their attitudes towards mathematics and the effect of demographic variables. The data were analyzed using mean, standard deviation, and multiple linear regressions. The results of the study showed that the students' attitude towards mathematics is positive. Similarly, the effects of students' attitudes towards mathematics in terms of demographic variables (age, gender, family type, parent's education, parent's occupation, school location, and ecological region) were found low. The attitude of the students at a different age level showed a greater decline in attitudes as the students increase their grade level. However, the results showed that other considerable variables may have more impact on students' attitudes towards mathematics.

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