Adaptation Analysis in Students with High Mathematical Ability: Preliminary Work in the Field of Giftedness

Autor/inn/en	García-Perales, Ramón; Palomares-Ruiz, Ascensión; Cebrián-Martínez, Antonio; López-Parra, Emilio
Titel	Adaptation Analysis in Students with High Mathematical Ability: Preliminary Work in the Field of Giftedness
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 3, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (García-Perales, Ramón) ORCID (Palomares-Ruiz, Ascensión) ORCID (Cebrián-Martínez, Antonio) ORCID (López-Parra, Emilio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Mathematics Skills; Mathematics Achievement; High Achievement; Academic Ability; Academically Gifted; Ability Identification; Gender Differences; Diversity; Inclusion; Grade Repetition; Elementary School Students + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Geschlechterkonflikt; Inklusion; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben
Abstract	This study focuses on the child adaptation processes of a group of 22 students who were identified in academic year 2011/12 as having high mathematical ability. The subjects' schooling and adaptation were tracked over six school years, with a specific psycho-pedagogical evaluation test in the final year to assess their adaptation via various analytical dimensions. The results demonstrate the influence of variables related to repeating school years and academic performance on adaptation. There was also evidence of the in-fluence of diagnoses of giftedness and the type of school on adaptation, but no influence related to gender or school environment. Monitoring students' educational transition is essential for their personal and academic futures. The most capable students should be part of a comprehensive approach to diversity and inclusion for all. The academic progress of the students in our sample indicates that there is educational practices must be improved for this student. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01