| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 102 === The study is to explore the performance of mathematic reasoning abilities in gifted students among fifth- and sixth-graders.The research subjects are 164 gifted students from fifth- and sixth-graders, 106 boys and 58 girls, while 96 are
fifth-graders and 68 are sixth-graders. The research tool is “Mathematic Reasoning Measurement Scale”(MRMS) and the reliability is .702 and it satisfies content validity.
The MRMS includes questions on mathematic deductive reasoning and mathematic inductive reasoning. The formats of the questions include numbers-texts and geometric-figures representation. The research results are as follow:
1. The performance on mathematic inductive reasoning is significantly better than the performance on mathematic deductive reasoning. The performance on the questions with geometric-figures representation is significantly better than the performance on the questions with numbers-text representation.
2. There is no significant gender difference in all the aspects: mathematic reasoning, mathematic deductive reasoning, mathematic inductive reasoning, numbers-text representation and geometric-figure representation. The performance of the sixth graders is significantly better than fifth graders in all aspects.
3. While doing mathematic reasoning, gifted students are able to fully grasp the conditions given in the question and are capable of utilizing acquired mathematic knowledge to solve the question successfully accordingly to the meanings of the question. They can also recognize the information expressed in geometric figures and convert them into mathematical equation, or they can use the characteristics in the figures to solve the questions with multiple approaches. They can also think flexibly, count systematically and summarize inductively to avoid omitting.
4. There are some areas that the gifted students are more likely to have difficulty when doing mathematic resoning: using the concept of fraction and inverse ratio and translating the word problem on fraction into mathsmatic equation.
In addition, in the questions with implicit information, the gifted students are prone to overlook the implied conditions or concepts. If the implicit information is plenty and related, their performance would suffer.
Finally, according to the results, some suggestions on the curriculum design and future research directions are provided.
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