Charting Self-Concept, Beliefs and Attitudes towards Mathematics among Mathematically Gifted Pupils with Learning Difficulties

Autor/in	Al-Hroub, Anies
Titel	Charting Self-Concept, Beliefs and Attitudes towards Mathematics among Mathematically Gifted Pupils with Learning Difficulties
Quelle	In: Gifted and Talented International, 23 (2009) 2-, S.93-106 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
Schlagwörter	Learning Problems; Gifted; Learning Disabilities; Foreign Countries; Mathematics Instruction; Conventional Instruction; Self Concept; Mathematics Skills; Identification; Teaching Methods; Enrichment; Multisensory Learning; Gender Differences; Questionnaires; Attitude Measures; Student Attitudes; Mathematics Achievement; Jordan + Suchen Sie Ihr Suchwort? Lernproblem; Begabter, Hoch Begabter; Learning handicap; Lernbehinderung; Ausland; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Identifikation; Identifizierung; Teaching method; Lehrmethode; Unterrichtsmethode; Bereicherung; Sensorische Stimulation; Geschlechterkonflikt; Fragebogen; Schülerverhalten; Mathmatics sikills; Mathematical ability
Abstract	The current study investigates how two groups of mathematically gifted pupils with learning difficulties (MG/LD) change/do not change their attitudes towards, and beliefs about, mathematics over five weeks during which they received two different instructional programs in mathematics. Thirty pupils (16 girls and 14 boys), aged 10 years to 11 years and 11 months, were identified as "mathematically gifted children with learning difficulties" at three public primary schools in Amman, Jordan. Pupils were divided equally into two treatment groups: the first group (n = 15) received traditional mathematics instruction, while the second group (n = 15) received multi-sensory/enrichment mathematics instruction. The pupils in the two groups were matched according to the following criteria: school, grade, gender, IQ scores, mathematical abilities, levels of learning difficulty, and access to teaching resources. The Pupil Questionnaire of the Mathematics Attitude Scale for gifted and non-gifted children (Jarwan, 2001) was administered prior to and after instruction. The findings revealed that while positive changes occurred in the students' self-concept in mathematics in the multi-sensory/ enrichment group, students' self-concept in the traditional group declined. Positive effects were noted from multi-sensory/enrichment treatment on students' beliefs about themselves in relation to mathematics; but negative effects resulting from traditional instruction. Exposure to a novel instruction, compared to traditional instruction, enabled pupils to enjoy mathematics and attribute their success to their own efforts rather than luck. (Contains 13 tables.) (As Provided).
Anmerkungen	World Council for Gifted and Talented Children. The University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-789-1421; Fax: 204-783-1188; e-mail: headquarters@world-gifted.org; Web site: https://world-gifted.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10