Giftedness in Brazil: To what extent does terminology really matter?

For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.

Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

ANALISIS KEMAMPUAN BERFIKIR KRITIS MELALUI PENGENALAN FUNGSI JAM DAN KONSEP WAKTU DENGAN TEORI SCHOENFELD MENYELESAIKAN MASALAH ANAK TK

The problem that arises in this study is “How to analyze children’s thinking skills in solving a problem of introducing the function of the clock and the concept of time with Schoenfels’s theory”. In detail, the problem of how student’s critical thinking skills will be discussed in accordance with the five steps of problem solving according to Schoenfeld, namely Reading, Analysis, Exploration, Implementation, and Verification. Data collection through the method of tests, interviews, and documentation with the subject is three people selected with the criteria of one high- ability student, one medium- ability student, and one low- ability student. This research is qualitative, because the type of data in this study is qualitative in the form if description of words or sentences in the form of a picture. The result of the study concluded that of the three subjects who had high, medium, and low abilities there were differences in critical thinking abilities. In short, the subject with high ability is able to master 12 indicators of critical thinking well, while the subject with moderae ability is able to master 7 of the 12 existing indicators of critical thinking, and the subject with low ability is only able to master 5 of the 12 existing indicators of critical thinking. Abstrak Masalah yang muncul dalam penelitian ini yaitu “ Bagaimana analisa kemampuan berfikir anak dalam menyelesaikan suatu masalah pengenalan fungsi jam dan konsep waktu dengan teori Schoenfeld”. Secara rinci permasalahan bagaimana kemampuan berfikir kritis siswa yang akan dibahas sesuai dengan lima langkah pemecahan masalah menurut Schoenfeld yaitu Reading, Analysis, Exploration, Implementation, dan Verification. Pengumpulan data melalui metode tes, wawancara, dan dokumentasi dengan subjek adalah tiga orang yang dipilih dengan kriteria satu orang siswa berkemampuan tinggi, satu orang siswa berkemampuan sedang, dan satu orang siswa berkemampuan rendah. Penelitian Ini termasuk kualitatif , karena jenis data dalam penelitian ini bersifat kualitatif berupa deskripsi kata- kata ataupun kalimat dalam bentuk gamber. Hasil penelitian disimpulkan bahwa dari tiga subjek yang mempunyai kemampuan tinggi, sedang, dan rendah ada perbedaan dalam kemampuan berfikir kritis. Secara singkat yaitu subjek yang memiliki kemampuan tinggi mampu menguasai 12 indikator- indikator berfikir kritis dengan baik, sedangkan subjek berkemampuan sedang mampu mneguasai 7 dari 12 indikator berfikir kritis yang ada, dan subjek berkemampuan rendah hanya mampu mnguasai 5 dari 12 indikator berfikir kritis yang ada. Kata Kunci: Kemampuan Berfikir Kritis, Teori Schoenfeld

Analisis Pemecahan Masalah Berdasarkan Teori Pemrosesan Informasi

The purpose of this study is to describe students' thought processes in solving mathematical problems based on information processing theory. This research is a descriptive study with a qualitative approach that uses data collection techniques using the method of think aloud and interviews. The instrument in this study used written test questions and interview guidelines. The subjects in this study consisted of one high ability person, one moderate ability student and one low ability student. The results showed that information or stimulus in the form of questions received by students with high, medium, and low mathematical abilities entered the sensory register through the sense of sight and sense of hearing. Then attention occurs after reading the problem and perception arises. Next, students realize perception by retrieval the concepts needed from long term memory to solve problems. When conducting a retrieval of students with moderate mathematical abilities, there is a student who experiences a retrieval failure in explaining the concept. Then for students who have low mathematical ability, the concepts needed for short term memory are not stored well by long term memory, so students often experience errors and forget.

Teachers’ Growth Mindsets and the Differential Treatment of High- and Low-Ability Students

We examined the relation between teachers’ beliefs about the nature of intelligence (their growth mindsets) and their treatment of high versus low ability students. Teachers with weaker growth mindsets reported being more likely to use restrictive instructional practices (controlling and performance-oriented) overall than teachers with stronger growth mindsets, and teachers were more likely to use restrictive practices when working with a low-ability student than when working with a high-ability student. By contrast, the hypothesized student ability level ́ teacher growth mindset ́ instructional practice type. A number of important potential limitations and their implications for future research on these relations are discussed.

ANALYSIS OF THE PROBLEM OF SOLVING THE PROBLEM IN COMPLETING THE PROBLEM OF THE STORY BASED ON THE STEPS OF THE PATTERN IN COMPARATIVE MATERIAL

Each student has different abilities in problem solving, especially in story problems. Haji (1994: 13) suggests that questions that can be used to determine students' abilities in the field of mathematics study can take the form of story problems. The purpose of this research is to describe the ability of students to solve mathematical problems in solving comparative story problems based on Polya's steps. This research is a descriptive study using a qualitative approach. Three (3) subjects were taken from students of class VIIA at SMP Negeri 1 Wamena consisting of one high ability student, one medium ability student, and one low ability student. Retrieval of data taken by the test and interview methods. The test used was in the form of a description test of three (3) questions. Based on the research results obtained: the ability to solve mathematical problems in High Ability Students (SKT) can do all the problem solving comparative story problems based on Polya steps, while the Medium Ability Students (SKS) there are two questions that have not fully taken Polya's steps specifically implementing the completion plan and check again. For Low Ability Students (SKR) almost all the questions given cannot be solved using Polya steps.Keywords: Problem solving, Polya steps, comparison problems.

Statistical Analysis for Effect Factor to Pupils’ Level in Mathematical Course for Preparatory Education

In an educational foundation whose objective is to contribute to the enhancement of the finest education, the improvement of quality in an educational institution is verified by providing the best services which are better meeting each student’s need. General, in preparatory school in Iraq—especially in Basra—the students’ ability in mathematical courses is low levels based General, in preparatory school in Iraq—especially in Basra—the students’ ability in mathematical courses is low levels based. In this study, we discussed the effect of diverse factors on student failure and success using real data collected in many of the schools in Basra. These data were analyzed using SPSS version 0.23. At the end of the study, we identified the factors that could have affected the students’ capabilities (e.g., teachers’ ability, student effect factors, and institutional ability).