The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren
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Home > Society and Social Sciences > Education > The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren: Their Mathematical Creativity and Attitude
The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren: Their Mathematical Creativity and Attitude

The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren: Their Mathematical Creativity and Attitude


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About the Book

This dissertation, "The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren: Their Mathematical Creativity and Attitude" by Ka-on, Tse, 謝家安, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren --- their Mathematical Creativity and Attitude Submitted by TSE Ka On Andy for the degree of Doctor of Education at the University of Hong Kong in March, 2007 The present study aimed to design two instruments and then use them to reveal the psychology of mathematical giftedness in schoolchildren--- their mathematical creativity and attitude towards mathematics. Both quantitative and qualitative methods were used. In the first phase of the study, a mathematical creativity instrument (MCT) and an attitude-scale (AS) towards mathematics were designed using the psychometric approach. The MCT was composed of nine non-routine mathematical problems aimed to test three factors of mathematical creativity: the ability to discover patterns, the ability to apply symbols and rules, and the ability to express in formalized mathematical language. The MCT was piloted in a primary school with 209 primary five pupils. The reliability (Alpha) of the MCT was found to be 0.81, and the construct validity of the MCT with the three-factor structure was confirmed by a confirmatory factor analysis with AGFI = 0.99. The AS was composed of twenty-one items aimed to measure five factors of attitude: confidence, perceived value of mathematics, perceived teacher support, interest and commitment, and negative feelings towards mathematics. The AS was piloted with the same 209 pupils. Alpha of the AS was found to be 0.93, and the construct validity with the five-factor structure was confirmed with AGFI = 0.98. In the second phase of the study, the MCT and the AS were used in three groups of primary five pupils: the mathematically gifted group (MG), the average group (AV) and the underachievers' group (U), as identified by other researchers (Phillipson & Tse, 2006) using the traditional criteria of IQ and mathematics achievement test scores. Group sizes for the three groups were 51, 57 and 9 respectively. It was found that MG performed significantly i better than both U and AV in all the three factors of mathematical abilities. MG also showed significantly better attitudes than AV in 'confidence', 'value', 'interest' and 'negative feelings', and significantly better attitudes than U in 'interest'. In the third phase of the study, five pupils from MG and three pupils from AV were interviewed. Their think-aloud protocols in answering questions from the MCT were studied to reveal their differences in problem solving strategies. It was found that the mathematically gifted pupils tended to spend more time to decode a problem, looking for relationships among information. They had better grasp of basic mathematical knowledge and made good use of it. They made suitable analogical transfers. They looked for more efficient methods of solution and strived for answers that are simple and general. If necessary, they used systematic guesses, and constantly checked for the correctness of their answers. Similarly the five pupils from MG and two pupils from U were interviewed to reveal their differences in attitude towards mathematics. It was found that the mathematically gifted pupils had greater interest and commitment than the underachievers. The underachievers tended to dislike tedious routine calculations and prefer


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Product Details
  • ISBN-13: 9781361443644
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 230
  • Sub Title: Their Mathematical Creativity and Attitude
  • Width: 216 mm
  • ISBN-10: 1361443642
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 14 mm
  • Weight: 826 gr


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The Design of Two Instruments to Reveal the Psychology of Mathematical Giftedness in Schoolchildren: Their Mathematical Creativity and Attitude
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