Cognitive and Motivational Characteristics of Adolescents Gifted in Mathematics: Comparisons Among Students With Different Types of Giftedness

Hong, Eunsook; Aqui, Yvette

doi:10.1177/001698620404800304

Cited by 89 publications

(70 citation statements)

References 42 publications

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“…Computer simulations designed to help students practice perspective-taking often present problems from a variety of viewpoints (Tünzün, 2007). Hyperlinks or multi-nodal simulations stimulate nonlinear thinking, which in turn fosters sensitivity toward and appreciation of unusual, creative, and divergent approaches to problem solving by academically and creatively gifted students, who use more cognitive strategies while problem solving than average students (Hong & Aqui, 2004).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Zimlich¹

2017

IJLTER

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Abstract. An appropriate curriculum for students who are gifted will meet their learning needs and motivate them to stay engaged in the learning process. In an effort to provide an appropriate curriculum for gifted students, one possibility is to provide a behavior trap. Behavior traps are learning activities that entice students to engage due to interest in the content or activity itself. Behavior traps motivate because they are easy to do at first and then reinforce motivation later to encourage continued engagement (Albert & Heward, 1996). Technology can be both a tool to provide a behavior trap and also a behavior trap in and of itself. Students who are gifted benefit when curriculum provides practice with complex topics, critical thinking, self-reflection, creativity, and access to mentors for scaffolding. This is essential for helping students who are gifted to reach their potential. Technology and what can be done with technology in educational settings can provide complexity in differentiated or individualized learning. Students' critical thinking skills and metacognition can be built through problem solving, projects, and simulations enhanced or provided by technology. Students can compare their work with peers in other locations or have access to mentors who might not otherwise be available. Specialized software and equipment can be used to help build academic skills and also develop creativity. Technology can help teachers meet the standards for gifted education programs, but only if teachers choose to implement technology in meaningful ways that meet the needs of students who are gifted.

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Section: Critical Thinking Skillsmentioning

confidence: 99%

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Zimlich¹

2017

IJLTER

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“…T. Bakanovienė (2010) tyrė matematikai gabių vaikų atpažinimo klausimus. Galima aptikti tyrimų, kuriuose analizuojama, kaip dalyvavimo matematiniuose konkursuose reiškinys yra susijęs su matematiniu ugdymu mokykloje (Gleason, 2008;Hong, Aqui, 2004;Kenderov, 2006;Subotnik, Miserandino, Olszewski-Kubilius, 2003;Webb, Lubinski, Benbow, 2000).…”

Section: Issn 1392-0340 E-issn 2029-0551unclassified

“…Daugybė autorių kaip itin svarų veiksnį, lemiantį domėjimąsi matematika, nurodo mokinių lytį (Gallagher, Kaufman, 2005;Hong, Aqui, 2004). Asmeninės savybės, tokios kaip asmenybės kryptingumas, nuostatos, vertybės, charakteris, pažinimo, emocijų, valios procesai neabejotinai itin stipriai veikia aukštus pasiekimus matematiniuose konkursuose.…”

Section: Matematikos Konkurso Pasirinkimą Lemiantys Veiksniaiunclassified

Factors Determining a Choice of a Math Competition as a Form of Educating Gifted Children: a Case Studio of Professor Matulionis ‘Young Mathematicians’ Competition

Dabrišienė

Visockienė

2015

PED

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Anotacija. Straipsnyje analizuojami veiksniai, darantys įtaką mokinių pasirinkimui dalyvauti matematikos konkursuose. Suformuluotų hipotetinių veiksnių raiška nagrinėjama pristatant prof. J. Matulionio jaunųjų matematikų konkurso 1995-2013 m. statistinių duomenų ir konkurso dalyvių anketinės apklausos rezultatus, kurie rodo, kad mokinio apsisprendimą dažniau lemia vidiniai nei išoriniai veiksniai; patys stipriausi išoriniai veiksniai susiję su konkrečiose vietovėse ar mokyklose esančiomis bendruomenėmis. Esminiai žodžiai: gabių mokinių ugdymas, matematikos konkursas. ĮvadasGabiems vaikams ugdyti taikomos ir tokios ugdymo formos kaip varžybos, konkursai. Jų sąveika su ugdymo procesu yra kompleksinė. Ji neapsiriboja tuo, kad konkursai stiprina ugdymą. Ugdymas savaime gali būti matomas kaip individų ar jų grupių paruošimas varžyboms (Kenderov, 2006). Todėl XX a. tokios ugdymo formos kaip olimpiados ir konkursai buvo pradėti organizuoti nacionaliniu ir tarptautiniu lygmeniu. Pirmoji tarptautinė matematikos olimpiada įvyko 1959 m., Lietuvoje pirmoji respublikinė -1952 metais. Be tarptautinių bei nacionalinių olimpiadų, organizuojama daugybė kitų matematikos

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“…However, in their studies, Siegle and McCoach (2007) and Webb et al (2016) found gender didn't significantly predict self-efficacy in math and no gender differences were identified relative to writing self-efficacy. Finally, identified gifted students have generally reported higher levels of self-efficacy when compared to their non-identified peers (Hong & Aqui, 2004;Webb et al, 2016).…”

Section: Self-efficacymentioning

confidence: 95%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

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ii ACKNOWLEDGEMENTS It is rare-if not impossible-that we find ourselves at the end of our formal education without a sizable list of individuals without whom such a moment would certainly have been impossible. My acknowledgments are no different and begin, undoubtedly, with my parents. To my mother: thank you, thank you, thank you for never allowing me to give up when it felt like the easiest option. Throughout my confusions and doubts, you knew that I could make it, even when-especially when-I was quite certain I couldn't. Thank you for being my role model of what a good educator should be and for reminding me that nothing good comes without a good amount of hard work. To my father, thank you for teaching me the value of curiosity. Your seemingly endless questioning of the world around you has inspired me to always seek more knowledge, and thank you for always supporting the decisions I have made, as blind and wandering as they must have often seemed. To my brothers: thank you for being the constant source of laughter in my life. Thank you, Yasser, for being the image of high achievement that has constantly motivated me (probably since birth, and I still haven't caught up) and thank you, Samer, for being my reason for wanting to always push myself further so I can hopefully set some form of a decent example (which, as it turns out, you have already far exceeded).To Caroyln, I could not possibly have had a better mentor. You have-in perfect measure-challenged me in the constant pursuit of becoming a better scholar and identifying what it is, precisely, that I wish to do with my life, and I am grateful for every opportunity you have given me in this endeavor. I can't remember the last time I was so thoroughly challenged, which is, perhaps, why I have grown as much as I have over the course of the past four years.Thank you for providing the perfect place in which this could happen and for guiding me, along the way, to finally seeing myself as a researcher.iii To Carol, thank you for constantly bringing to life the joy of teaching. It might not always be an easy profession, but it is an immensely enjoyable one, so thank you for reminding me of that every time I was in your class. To Peter, thank you for telling me, in my very first year at UVA, that I had what it took to earn a Ph.D. You may not have known it at the time, but that message came at a point when I had the greatest doubts, so thank you for motivating me. And to Vivian, thank you for your patience in constantly responding to my endless stream of statistics questions; I could not have completed this project without your feedback and guidance. To Annalissa and the members of Project PLACE: no amount of thanks would suffice for all of the work you put into collecting and organizing the data, as well as answering my frequent-and frantic-e-mails, but thank you nonetheless.As an educator, I could not possibly write my acknowledgements without thanking every single teacher or administrator that has taught or guided me, in one discipline or another, since I fir...

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Cognitive and Motivational Characteristics of Adolescents Gifted in Mathematics: Comparisons Among Students With Different Types of Giftedness

Cited by 89 publications

References 42 publications

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Factors Determining a Choice of a Math Competition as a Form of Educating Gifted Children: a Case Studio of Professor Matulionis ‘Young Mathematicians’ Competition

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

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