How Talented Students in a Rural School District Experience School Mathematics

Autor/inn/en	Howley, Aimee; Pendarvis, Edwina; Gholson, Melissa
Titel	How Talented Students in a Rural School District Experience School Mathematics
Quelle	In: Journal for the Education of the Gifted, 29 (2005) 2, S.123-160 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Talent; Rural Schools; School Districts; Interviews; Researchers; Student Attitudes; Mathematics Education; Mathematics Instruction; Learning Processes; Beliefs; Demography; Academically Gifted; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Begabung; Hochbegabung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Interviewing; Interviewtechnik; Researcher; Forscher; Schülerverhalten; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Belief; Glaube; Demografie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examined the mathematics experiences of talented children in an impoverished rural school district located in a coal-mining area of Appalachia. Using interview methods, the researchers explored the children's ideas about the nature of mathematics, their perceptions of the mathematics instruction they received at school, and their engagement with mathematical ideas at home and in the community. Findings centering around 3 themes suggested that the children's experience was constrained by the presentation of mathematics as a discipline focused on calculation and bound by rules. Students' view of mathematics was further limited by a narrow conception of its usefulness. The study found, however, that the children received support for mathematics learning from their families and from the teacher of the gifted. Notably, instruction provided in the gifted program was reported as being more advanced, more challenging, and more engaging than what was offered in regular classrooms. Interview Schedule Matrix of Topics (i.e., illustrative questions and prompts) is appended. (Contains 1 table and 4 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10