eric.ed.gov har udgivet: This paper addresses the personological aspects relative to male and female success in two subject areas (math and science) and addresses specific concerns in the area of mentoring. Personality factors operative for success in math and science are reviewed, and teachers are advised to encourage, support, and facilitate those personality traits which appear to augur for success. One particular technique for encouraging females to pursue their interests is mentoring. The need of the mentor to nurture, encourage, and develop certain salient personality traits is emphasized. Reasons why bright individuals (both females and males) do not succeed are listed, such as lack of product orientation and capitalizing on the wrong abilities. Guidelines are presented for mentoring creatively gifted youth. Mentors are urged to guide their female protegees to… Continue Reading →
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eric.ed.gov har udgivet: Although the number of computers in the school system is increasing, many schools are not using computers to their capacity. One reason for this may be computer anxiety on the part of the teacher. A review of the computer anxiety literature reveals little information on the subject, and findings from previous studies suggest that basic controlled research is needed. A study was undertaken to measure computer anxiety in a college population and to determine the relationship of computer anxiety to personality types and math anxiety. Undergraduates (N=59) completed Oetting’s Computer Anxiety Scale (COMPAS), A Questionnaire About Computers, the Math Anxiety Rating Scale (MARS), and the Vocational Preference Inventory to determine Holland types. Demographic data revealed that subjects had limited access to computers and only a minimal amount… Continue Reading →
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eric.ed.gov har udgivet: This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in Australia (n=197). Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects English and Mathematics. Participants were asked to respond to two surveys that measured their personality characteristics. The results indicate that math achievement and not language achievement may be used with confidence to classify gifted students; high achiever had higher mean scores than moderate and low achievers on all study variables; intrinsic motivation then… Continue Reading →
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eric.ed.gov har udgivet: The main purpose of the present research is examining the Turkish and Italian students’ perceptions of the concept of “mathematics teacher” through metaphors. The study group of the research consists of 167 Turkish and 112 Italian students, the total of 279 students in the same age group. Students were asked to use another concept defining what “mathematics teacher” meant for them and to explain why. For this purpose, the data of the research were collected by each student’s completing the statement “A mathematics teacher is like …, because ….” Content analysis technique was used to analyze and interpret the obtained data. According to the findings of the research, the students developed a total of 255 valid metaphors. These metaphors are divided into 9 different conceptual categories according… Continue Reading →
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eric.ed.gov har udgivet: Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N=188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that… Continue Reading →
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