Not Any Gifted Is an Expert in Mathematics and Not Any Expert in Mathematics Is Gifted

Autor/inn/en	Paz-Baruch, Nurit; Leikin, M.; Leikin, R.
Titel	Not Any Gifted Is an Expert in Mathematics and Not Any Expert in Mathematics Is Gifted
Quelle	In: Gifted and Talented International, 37 (2022) 1, S.25-41 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2021.2010244
Schlagwörter	Gifted; Mathematical Aptitude; Expertise; Factor Analysis; Intelligence Tests; High School Students; Visual Perception; Arithmetic; Pattern Recognition; Short Term Memory; Auditory Perception; Spatial Ability; Predictor Variables; Correlation; Comparative Analysis; Structural Equation Models; Foreign Countries; Children; Grade 10; Grade 11; Achievement Tests; Cognitive Ability; Attention Control; Mathematics Achievement; Israel; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Expert appraisal; Faktorenanalyse; Intelligence test; Intelligenztest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Visuelle Wahrnehmung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mustererkennung; Kurzzeitgedächtnis; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Räumliches Vorstellungsvermögen; Prädiktor; Korrelation; Ausland; Child; Kind; Kinder; School year 11; 11. Schuljahr; Schuljahr 11; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Denkfähigkeit; Aufmerksamkeitstest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based on our previous studies, we perceive MG as a combination of G and EM. Exploratory factor analysis of test results revealed five main cognitive factors: visual-serial processing (VSP); arithmetic abilities (AA); pattern recognition (PR); auditory working memory (AWM); visual-spatial working memory (VSWM); and Structural equation modeling (SEM) based on the factor analysis revealed clear differences in the role of cognitive abilities as predictors of EM, G, and MG. The study demonstrates that visual components are especially important for the development of EM and that G students are less dependent on their visual cognitive processing. Based on the study results, we argue that EM, G, and MG, which are often considered equivalent characteristics, are interrelated but different in nature. The paper presents a research-based justification that not any gifted is an expert in mathematics and not any expert in mathematics is gifted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01