Schoenfeld Sternberg Krutetskii I
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An analysis of Mathematics Problem-solving Processes of Gifted Primary School Children with General Intelligent Ability Huang Chia-Chieh Institute of Education National Sun Yat-sen University Abstract The purpose of this research is to use Schoenfeld s mathematics problem-solving model to analyze processes, strategies, and affective characteristics of children in a gifted primary program, and then, to propose concrete suggestions for gifted class and general class teachers. Participants were six third-grade gifted children who were great in articulation, and enrolled in one primary school in Kaohsiung. The investigator analyzed think-aloud protocols of them who solved four non-routine problems selected by several expert teachers. The findings of this study were three. First, all six gifted students' thought processes mostly conformed to Schoenfeld s problem-solving model, though with various differences by individuals, and by problems. One of them provided two correct answers, having no verification stage in all problems. And one only provided one correct answer, had less analysis, III
exploration, design, and verification stage in solving all problems. Second, children exhibited diversified and flexible strategies. They used representing, drawing figures, working backward, introducing auxiliary element, and attempting mistakes to solve four non-routine mathematical problems. Last, the affective characteristics of students were positive. They were patient and perseverant and showed personal mathematics curiosity, excitement, and confidence, which were given as creative characteristics by Sternberg, and as mathematical talent or characteristics by Krutetskii. The investigator concluded that not all gifted students possessed meta-cognition ability: including exploration, design, and verification. The gifted class teachers could use non-routine mathematics problems to discipline students' meta-cognitive ability, including exploration, design, and verification, and encourage them to generate more solving strategies by group discussion in class. Finally, the general class teachers could adopt problem-solving characteristics of gifted students as materials for gifted students and general students to learn together in class. Keywords: gifted children with general intelligent ability, problem-solving processes, problem-solving strategies, affective characteristics IV
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Schoenfeld 47 1. 2. 3. 1. 2. 3.
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Sternberg1987 Krutetskii1976 115
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1-1-01 1-1-02 1-1-03 1-1-04 S 5 4 S S R S S S S R S( ) 131
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S SS R S R S R S R S R SS S S S S S S 2 3 9 S 4 5 6 1 7 8 S 8 7 1 6 5 4 S R 9 3 2 137
S R S S S S R S R S S ( ) R S S S S ( ) 2 4 9 S S 7 5 3 8 6 1 S S S S 6 1 8 7 5 3 2 9 4 S S S SS 138
1-4-19 1-4-20 1-4-21 R S R S R S R S R S R S R S 139
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