| Autor: |
Lee, Kyeong-Hwa, Kim, Yeongjun, Lim, Woong |
| Předmět: |
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| Zdroj: |
Mathematical Thinking & Learning; Oct-Dec 2021, Vol. 23 Issue 4, p271-290, 20p |
| Abstrakt: |
Mathematically gifted and talented students have unique cognitive and emotional needs. Thus, their schooling should consider their social and emotional development. This study investigated student affect in a science high school in Korea to determine how the specialized school's curriculum and instruction influence student affect. Data were collected through interviews and a survey. Our findings show that gifted and talented students generally demonstrate a positive affect toward mathematics, but high anxiety and low self-concept play a key role in shaping students' negative attitudes toward mathematics. In this paper, we argue that two different goals – gifted education and college preparation – could cause such negative student affect. The dual educational goal manifests itself in fast-paced instruction and memorized problem solving, which can ultimately cause students to lose confidence and interest in mathematics. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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