The Post-Failure Thoughts' in Mathematics Problems Solving Amongst Gifted and Normal Pupils

Abstract

This study aims at investigating the post-failure thoughts' in mathematics' problems solving amongst gifted and normal pupils in the Middle School in Ouargla- Algeria. The study adopted the data collection on the mathematics teacher's appointments, and the Raven intelligence test to identify the gifted and the normal pupils, Also use the mathematical problems, and open questionnaire to determine the post-failure thoughts' in problem solving in mathematics. The sample consisted of (79) pupils in middle school. The outcomes showed: 1 - The post-failure thoughts' are: the thoughts of challenging, and thoughts of stopping. 2. There are significant differences at 0.05 in the thoughts of challenging between gifted and normal pupils favor the gifted pupils.

Keywords

• Post-failure thoughts',Mathematical problems,Gifted

References

1. Bandura, A. (1997) Self-Efficacy: The Exercise Of Control , W.H. Freeman, New York. Instruction, 26(3), 379-42. Bensaci, O. (2014) metacognition in Mathematics is one of the determinants of its creators among the third level pupils in Middle School, The First International Conference for the Care of the Gifted Towards a national strategy for the care of gifted and talented in Algeria, University of Blida 2, 29-30 November 2014. Kapur, M, & Toh, P.L.L(2013) . Productive failure : from an experimental effect to a learning.desing.inT.plomp, & N.Nieveen (Eds), Educational desingresrarch- part B: illustrative cases. Kapur, M. (2009). Productive failure in mathematical problem solving. Instructional Science. doi: 10.1007/s11251-009-9093-x. Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379-424. Popper, K. R. (2002). Unended Quest: An intellectual autobiography, (2nd ed.), London: Routledge. Rausch, A., Seifried, J. and Harteis, C. (2017). Emotions, coping and learning in error situations in the workplace. Journal of Workplace Learning. DOI https://doi.org/10.1108/JWL-01-2017-0004. Sabatin, A. (2006). A Comparative Study of Metacognitive Thinking Skills-Level between Gifted and Nongifted Students of Intermediate Schools in Mecca (Unpublishedmagistrate thesis). Amman Arab University, Amman, Jordan. Swelle,J.(2010).what human cognitive architecture tells us about constructivism.S . Tobias &T. M. Doffg (Eds), New York, NJ: Routledge. Tulis, M., Steuer, G., and Dresel, M. (2015), ‘Learning from errors: process and contextual conditions. Towards a model of individual processes within contexts’, in Gartmeier, M., Gruber, H., Hascher, T., and Heid, H. (Eds.), Fehler. IhreFunktionenimKontextindividueller und gesellschaftlicherEntwicklung [Errors. Their Function in the Context of Individual and Societal Development], Waxmann, Göttingen, 53–70. Van der Elst, W., Ouwehand, C., van Rijn, P., Lee, N., Van Boxtel, M., and Jolles, J. (2013). The shortened raven standard progressive matrices: item response theory–based psychometric analyses and normative data. Assessment 20, 48–59. doi: 10.1177/1073191111415999 VanLehn, K., Siler, S., Murray, C., Yamauchi, T., & Baggett, W. B. (2003). Why do only some events cause learning during human tutoring? Cognition and Instruction, 21, 209– 249. Wise, A., and K. O’Neill. 2009. “Beyond More versus Less: A Reframing of the Debate on Instructional Guidance.” In Constructivist Instruction: Success or Failure? edited by S.Tobias, and T. Duffy, 82-105. New York: Routledge. Woolfolk, A. (2010). Educational psychology (11th ed.), London: Pearson Education.