Su búsqueda
Resultados 3 recursos
-
In this paper we suggest that instruments of neuro-cognitive research enable the evaluation of giftedness in mathematics. We start with a literature review on the related topics presented so as to situate our suggestions within the existing research on giftedness and excellence in mathematics. This literature review allows us later to discuss our findings, which are based on neurocognitive data collected in a large-scale multidimensional examination of mathematical giftedness. Sampling procedure in the study was performed based on two orthogonal (in our view) characteristics: general giftedness (G) and excellence in mathematics (EM). In this paper we present findings that lead to a definition of the mathematically gifted population. We present selected results to provide evidence for our findings. In this paper we demonstrate three major findings: A. Effects of G and EM factors are task-dependent both in behavioral and neurophysiological measures' the EM factor has significant main effects on tasks that require implementation of knowledge familiar to students from school mathematics. By contrast, the G factor has a significant main effect on insight-based problems which are not part of the school mathematical curriculum and, thus, require original mathematical reasoning. B. Mathematical performance in gifted students who excel in mathematics (G-EM students) on insight-based tasks has specific characteristics in both behavioral and electrophysiological results. C. G-EM participants exhibited superior performance in all the tests, showing a constant neuroefficiency effect. Based on these observations we suggest that mathematically gifted students are those who are both generally gifted and excel in mathematics. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
-
This paper presents part of a multidimensional examination of mathematical giftedness. The present study examined the memory mechanisms associated with general giftedness (G) and excellence in mathematics (E) in four groups of 10th–12th grade students (16–18 years old) varying in levels of G and E. The participants first underwent the Raven test for general ability evaluation and SAT-M—the mathematical excellence tests in order to design the study groups. Afterwards, the students were tested on a battery of three memory tests including tests for short-term (STM) and working memory (WM). The results reveal that the G factor is related to high STM for both phonological loop and phonological central executive mechanisms. It was also found that the E factor is associated with high visual–spatial memory (VSM), in particular with the visual central executive mechanism. An interaction effect was found between G and E factors regarding WM. The central executive mechanism appeared to be related to both G and E factors. In addition, gender differences were shown within the groups. Male participants performed better than their female counterparts on a phonological storage task and a phonological central executive mechanism task. The results can contribute to the theoretical knowledge regarding similarities and differences in memory mechanisms in G and E groups. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
-
The study presented in this dissertation is part of a larger research project that searches for deep insights into the nature of mathematical giftedness. Mathematical giftedness (MG) is a complex construct which is ill-defined (Leikin, 2012). The larger research project aims to resolve the ambiguity in the field of MG and propose a solid definition of mathematical giftedness. It is of a multidimensional nature, as it examines and compares the mental activity of participants with varying levels of mathematical exceptionality in three salient dimensions: Cognition, Neuro-cognition and Mathematical creativity. The study presented in this dissertation focuses on the neuro-cognitive dimension of the larger research project. This study aimed to: 1. Design and validate research instrument for ERP (Event Related Potentials) procedure on the upper secondary level of mathematics. 2. Search for the relationship of general giftedness (G factor) and excellence in school mathematics (EM factor) to problem solving performance as reflected in (1) Behavioral measures: Accuracy of responses (Acc) and Reaction time for correct responses (RTc) and (2) Electrophysiological measures: Amplitudes, latencies, and scalp topographies of brain electrical activity identified with Event-Related Brain Potentials (ERP) procedure. 3. Examine specific behavioral and electrophysiological characteristics of students with superior mathematical performance (S-MG).To achieve the study aims, a special sampling procedure was conducted based on the distinction between general giftedness (G factor) and excellence in school mathematics (EM factor). The research sample included 200 right-handed male 10th and 11th grade high school students (16-18 years old) who were divided into 4 major sub-groups that varied in combinations of their degree of general giftedness and excellence in school mathematics. The fifth research group consisted of 9 students with superior mathematical performance (S-MG). We report herein the findings of the comparative data analysis (See Section 2.2). Research tests were designed to employ the Event Related Potentials (ERP) research procedure. The tests were innovative in terms of the complexity of the tasks and the item design, which was based on Polya's model of problem-solving strategies. Since translations between representations are among the key indicators of mathematics understanding, the tests were initially designed to examine different types of translations (e.g., from graphical/pictorial to symbolic, from verbal to symbolic, from symbolic to graphical representations). Of the 9 initially designed tests 3 proved to be insufficiently reliable (Alpha Cronbach lower than 0.6). Thus, we collected data using 6 of the 9 tests. Furthermore, 4 of these 6 tests allowed for between-test comparisons and thus were chosen for the report in this study (see Part 3 for tool design). Scalp EEG data were continuously recorded using a 64-channel BioSemi ActiveTwo system (BioSemi, Amsterdam, The Netherlands) and ActiveView recording software. The ERP waveforms were time-locked to the onsets (appearance on the screen) of S1, S2 (and S3 if it existed).Data analysis: Both behavioral and electrophysiological analyses were performed in two steps: Step A focused on the similarities and differences in the four major groups of participants - G-EM, NG-EM, G-NEM and NG-NEM (with ANOVA examinations as the main type of statistical test employed). Step B was directed at identifying specific characteristics of the S-MG participants. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Explorar
Tipo de recurso
- Journal Article (2)
- Thesis (1)