On the four types of characteristics of super mathematically gifted students

Лейкин, Роза; Leikin, Mark; Paz-Baruch, Nurit; Waisman, Ilana; Lev, Miri

doi:10.1080/13598139.2017.1305330

Cited by 25 publications

(21 citation statements)

References 36 publications

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“…Future studies could consider the use of such more realistic mathematical creativity tasks. One example of this approach are multiple solution tasks (MST), where a complex mathematical problem has to be solved in different ways (e.g., Leikin and Lev 2013 ; Leikin et al 2017 ; Leikin 2009 ). Third, the number of mathematical creativity items we used was relatively limited.…”

Section: Discussionmentioning

confidence: 99%

Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

et al. 2021

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Mathematical creativity is perceived as an increasingly important aspect of everyday life and, consequently, research has increased over the past decade. However, mathematical creativity has mainly been investigated in children and adolescents so far. Therefore, the first goal of the current study was to develop a mathematical creativity measure for adults (MathCrea) and to evaluate its reliability and construct validity in a sample of 100 adults. The second goal was to investigate how mathematical creativity is related to intelligence, mathematical competence, and general creativity. The MathCrea showed good reliability, and confirmatory factor analysis confirmed that the data fitted the assumed theoretical model, in which fluency, flexibility, and originality constitute first order factors and mathematical creativity a second order factor. Even though intelligence, mathematical competence, and general creativity were positively related to mathematical creativity, only numerical intelligence and general creativity predicted unique variance of mathematical creativity. Additional analyses separating quantitative and qualitative aspects of mathematical creativity revealed differential relationships to intelligence components and general creativity. This exploratory study provides first evidence that intelligence and general creativity are important predictors for mathematical creativity in adults, whereas mathematical competence seems to be not as important for mathematical creativity in adults as in children.

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Section: Discussionmentioning

confidence: 99%

Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

et al. 2021

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“…Creative and divergent thinking can be understood as the ability to generate new and numerous ideas in a given field ( Preckel et al, 2006 ). Mathematically gifted students often perceive and process mathematics in a complex way, and the teacher must be able to do the same ( Leikin et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…Mathematically gifted students are often capable of high levels of problem solving and inductive thinking. They display high levels of logical reasoning, high self-efficacy, and intrinsic motivation for the subject ( Pajares and Graham, 1999 ; Sriraman, 2003 ; Koshy et al, 2009 ; Leikin, 2014 ; Leikin et al, 2017 ). Furthermore, mathematically gifted students are often recognized by their ability to solve complex tasks and engage in mathematical thinking that far exceeds that of their relative age group ( Sowell et al, 1990 ; Reed, 2004 ).…”

Section: Introductionmentioning

confidence: 99%

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

Smedsrud

2018

Front. Psychol.

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Schools in Norway often emphasize heterogeneous groups in education. The postulated negative effects of homogeneous ability groups on motivation and academic self-concept have long been debated. This study uses semi-structured interviews to investigate how a group of 11 accelerated and ability-grouped high-ability students (gifted) in math have experienced school. All students were interviewed individually. This study explores categories connected to the students’ motivation for the subject, challenges in school, peer and teacher relationships, and academic self-concept. The aim of the study is to investigate whether the school system is able to provide an adequate learning environment for high-ability students, both in ordinary class and in ability groups. The findings show that although some of the needs of high-ability students in Norway are being met, there is much work to be done before an optimal learning environment is established for these students. For example, students do not receive sufficient challenges in math. Furthermore, teachers in the early years of school lack sufficient mathematical knowledge to challenge and support mathematically gifted students, students’ motivation for the subject is lower than expected, and boys’ self-concept seems to be higher than that of girls.

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“…Matematisk kompetanse er ansett som en viktig del av begavelse (Niss, Bruder, Planas, Turner & Villa-Ochoa, 2016). Elever med matematisk talent beskrives ofte som kreative, faglig nysgjerrige, kan visualisere og forestille seg matematiske modeller, har høye kognitive evner og kan under gode forutsetninger prestere langt over sitt aldersbestemte trinn i matematikk (Leikin, Leikin, Paz-Baruch, Waisman & Lev, 2017). På denne måten er matematisk begavelse ansett som et dynamisk karaktertrekk hvor miljø og faglig stimulering er helt avgjørende for at disse elevene skal få utløp for sitt potensial (Smedsrud & Skogen, 2016).…”

Section: Innledningunclassified

“…Matematisk begavelse er ansett som et dynamisk karaktertrekk hvor miljø og faglig stimulering er helt avgjørende for at disse elevene skal få utløp for sitt potensial (Smedsrud & Skogen, 2016). Elever med matematisk talent beskrives ofte som kreative og nysgjerrige, de kan visualisere og forestille seg matematiske modeller, og under rette forutsetninger kan de prestere langt over sitt aldersbestemte nivå (Leikin et al, 2017). Mer vekt på matematisk teori og formelle sider av faget kan vaere en måte for å gi elevene mer spennende utfordringer, mer muligheter til å utfolde seg kreativt, til å utvikle sitt potensial.…”

Section: Oppsummering Og Avsluttende Kommentarerunclassified

Prioritering og progresjon i skolematematikken

Onstad¹,

Borge²,

Stedøy³

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Dette verket omfattes av bestemmelsene i Lov om opphavsretten til åndsverk m.v. av 1961. Verket utgis Open Access under betingelsene i Creative Commons-lisensen CC-BY 4.0 (http://creativecommons.org/licenses/by/4.0/). Denne tillater tredjepart å kopiere, distribuere og spre verket i hvilket som helst medium eller format, og å remixe, endre, og bygge videre på materialet til et hvilket som helst formål, inkludert kommersielle, under betingelse av at korrekt kreditering og en lenke til lisensen er oppgitt, og at man indikerer om endringer er blitt gjort. Tredjepart kan gjøre dette på enhver rimelig måte, men uten at det kan forstås slik at lisensgiver bifaller tredjepart eller tredjeparts bruk av verket.Boka er utgitt med støtte fra Universitetet i Oslo ved Institutt for laererutdanning og skoleforskning (ILS).

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On the four types of characteristics of super mathematically gifted students

Cited by 25 publications

References 36 publications

Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

Prioritering og progresjon i skolematematikken

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