ABSTRACT

Mathematically gifted and talented students have unique cognitive and emotional needs. Thus, their schooling should consider their social and emotional development. This study investigated student affect in a science high school in Korea to determine how the specialized school’s curriculum and instruction influence student affect. Data were collected through interviews and a survey. Our findings show that gifted and talented students generally demonstrate a positive affect toward mathematics, but high anxiety and low self-concept play a key role in shaping students’ negative attitudes toward mathematics. In this paper, we argue that two different goals – gifted education and college preparation – could cause such negative student affect. The dual educational goal manifests itself in fast-paced instruction and memorized problem solving, which can ultimately cause students to lose confidence and interest in mathematics.

摘要

数学天才和才华横溢的学生有独特的认知和情感需求。因此，他们的学校教育应该考虑他们的社交和情感发展。本研究调查了韩国一所科学高中的学生情感，以确定专业学校的课程和教学如何影响学生的情感。数据是通过访谈和调查收集的。我们的研究结果表明，有天赋的学生通常对数学表现出积极的影响，但高度焦虑和低自我概念在塑造学生对数学的消极态度方面起着关键作用。在本文中，我们认为两个不同的目标——天才教育和大学准备——可能会导致这种负面的学生影响。双重教育目标体现在快节奏的教学和解决问题的记忆力上，