Graduate Research Papers

Availablity

Open Access Graduate Research Paper

Keywords

Educational acceleration; Gifted children--Education;

Abstract

This study examined the affects of participation in accelerated mathematics classes on the attitudes toward and the achievement in mathematics of thirty-five seventh, eighth, and ninth grade students and their parents. The respondents, from a small rural school district, completed a survey consisting of an open-form question and ten statements designed to elicit perceptions regarding their attitudes toward and achievement in mathematics.

Results indicated that parental attitudes were significantly more positive than students as a result of participation. Results also showed that participation produced no harmful effects and, in fact, many respondents expressed a desire to continue taking accelerated classes. While semester grades showed achievement to be above average for most students, respondents expressed ambivalence regarding the content and pacing. In general, the results support previously reported findings suggesting acceleration in mathematics does not harm and may even benefit participants.

Year of Submission

1998

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

William Lee Waack

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with the URL.

Date Original

1998

Object Description

1 PDF file (v, 42 pages)

Language

en

File Format

application/pdf

Share

COinS