The study of elementary gifted students' mathematical problem solving ability and the critical factors.

• Main Authors: Ying-Hau Chen, 陳英豪
• Other Authors: Yuh-Seh Tsay
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/44684196477560607376

碩士 === 國立臺中教育大學 === 特殊教育與輔助科技研究所 === 94 === The study of elementary gifted students' mathematical problem solving ability and the critical factors. Ying-Hau Chen ABSTRACT The purpose of the study was to investigate the differences of personal factors, family factors, school factors among elementary gifted students and their influence in mathematical problem solving ability in order to provide suggestions for education and guidance for gifted students in Taiwan. The subjects of the study included 146 fifth graders of gifted classes at 7 elementary schools in the Taichung metropolitan area. The following research instruments were employed：”Learning Style Scale”, “Mathematics Meta-Cognition Scale”, “Mathematics Attitude scales”, “Parents’ Rearing Attitudes Questionnaire”, ”Family’s Social-Economic Status Scale”, “Students Toward Teacher Teaching Behavior Perceptions Scale”, “Group Embedded Test” and “Mathematics Problem Solving Test. The collected data were analyzed by descriptive statistics, Chi-square test, t-test, one-way ANOVA, product-moment correlation, Shceffé method multiple comparison, step-wise regression analysis and Canonical correlation. The main findings of this study were indicated as followings: 1.There are no significant differences in cognitive style, learning style, mathematics attitudes, parents’ rearing attitudes and mathematics problem-solving ability between different gender of gifted students of elementary school. 2.There is a significant difference in students toward teacher teaching behavior perception; girls are more than boys in students toward teachers’ perception of “indirect affect behavior”. 3.There is a significant difference in mathematics meta-cognition; girls are better than boys in goal setting, self-correcting and self-monitoring. 4.There are no significant differences in cognitive style, learning style, mathematics meta-cognition, parents’ rearing attitudes, students toward teacher teaching behavior perception and mathematics problem-solving ability among different socio-economic status of gifted students of elementary school. 5.There are significant differences in usefulness of mathematics； the usefulness of mathematics of gifted students from high level socio-economic status family is better than those from low level socio-economic status family. 6.There is a significant difference in mathematics problem-solving ability for gifted students with different cognitive style; gifted students with field-independence are better than those with field-dependence in mathematics problem-solving ability. 7.There are no significant differences in mathematics problem-solving ability for gifted students with different learning style, mathematics meta-cognition, parents’ rearing attitudes and students toward teacher teaching behavior perception. 8.There is a significant difference in mathematics problem-solving ability of gifted students of different mathematics attitudes；the high level group students of mathematics attitudes are better than the low level group students of mathematics attitudes in mathematics problem-solving ability. 9.There is a positive relationship among cognitive style, mathematics attitudes and mathematics problem-solving ability. 10.Cognitive style, explorative motive of mathematics attitudes, self-correcting and teacher’s elucidation are major predictors for problem-solving quality； cognitive style, explorative motive of mathematics attitudes and self-correcting are major predictors for problem-solving accuracy；cognitive style, explorative motive of mathematics attitudes and self-correcting are major predictors for mathematics problem-solving ability. 11.The typical relation ship among personal factors, family factors, school factors and mathematics problem-solving ability for elementary gifted students is significant. These three factors can explain 29﹪of the total variation of mathematics problem-solving ability.