Mathematically Able Female Adolescents' Perceptions of Acceleration in Mathematics

Autor/inn/en	Bartley-Buntz, Julie; Kronborg, Leonie
Titel	Mathematically Able Female Adolescents' Perceptions of Acceleration in Mathematics
Quelle	In: Australasian Journal of Gifted Education, 27 (2018) 1, S.31-46 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Mathematics Achievement; Females; Acceleration (Education); Questionnaires; Student Attitudes; Foreign Countries; Educational Opportunities; Statistical Analysis; Grade 11; Grade 12; High School Students; Scores; Comparative Analysis; Gifted; Units of Study; Mathematics Instruction; Australia + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Weibliches Geschlecht; Acceleration; Beschleunigung; Fragebogen; Schülerverhalten; Ausland; Bildungsangebot; Bildungschance; Statistische Analyse; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Begabter, Hoch Begabter; Lerneinheit; Mathematics lessons; Mathematikunterricht; Australien
Abstract	The purpose of this study was to examine mathematically able female adolescents' perceptions of their accelerated mathematics programs. To this end, eight female adolescents were asked to reflect retrospectively in response to a self-administered questionnaire on their perceptions and experiences of a secondary accelerated mathematics program and their engagement in the Victorian Certificate of Education subject, Mathematical Methods Units 3 and 4, as accelerated Year 11 students. The qualitative findings revealed that the participants valued their accelerated mathematics learning opportunities, achieved satisfaction with their accelerated learning in their study of Mathematical Methods Units 3 and 4 and academic results, and appreciated the additional study choices in Year 12 that resulted from their accelerated learning. Statistical evidence obtained from the Victorian Curriculum and Assessment Authority (VCAA) that compared the results of Year 11 and 12 students studying Mathematical Methods Units 3 and 4 over two academic years found that the cohort of accelerated Year 11 students generated a higher mean score than their Year 12 counterparts. The findings of the study provide support for the educational practice of accelerating mathematical learning for highly mathematically able adolescents. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01