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South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners
Dissertation (MEd)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613628729917440 |
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| access_status_str | Open Access |
| author2 | Maree, J.G. (Kobus) |
| author_browse | Maree, J.G. (Kobus) |
| author_facet | Maree, J.G. (Kobus) |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78379 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:10.429Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/78379 South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners Maree, J.G. (Kobus) 31235999@mylife.unisa.ac.za Stones, Rebecca Anne gifted education Mathematics education gifted disadvantaged problem-solving skills Mathematics Olympiad mathematically gifted UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2020. The purpose of this study is to examine whether Olympiad participation can develop problem-solving skills in mathematically-gifted learners from disadvantaged schools. My methodological approach was QUAN→Qual, using a quasi-experimental design with a non-equivalent comparison group. I chose two schools from the same disadvantaged area, and identified the top 50 Grade 7 learners in each school by mathematics marks. The study consisted of a pre-test, three mathematics sessions and a post-test. The Study Orientation in Mathematics Questionnaire (SOM) (Maree, Prinsloo, & Claassen, 2011) was used as the pre- and post-test, and a focus group explored the learners’ experience of the SOM. In the mathematics sessions, the intervention group worked through past papers of the SA Mathematics Challenge (South African Mathematics Foundation, 2018), and the alternative intervention group completed worksheets from a Department of Basic Education workbook. My study revealed a positive relationship between success in traditional Mathematics and Study Attitude, Study Habits and overall Study Orientation, and an interaction between disadvantage and success in Mathematics. Participants were less disadvantaged than their surroundings would indicate, and had higher Mathematics anxiety than expected for their achievement level. The intervention did not increase problem-solving behaviour and both the quantitative and qualitative findings showed that the participants found the Olympiad type questions unfamiliar and difficult. This unfamiliarity is indicative of the limited enrichment opportunities for mathematically-gifted learners in disadvantaged areas of South Africa. Greater experience of Mathematics Olympiads is suggested to help mathematically-gifted disadvantaged learners live up to their problem-solving potential. es2026 Educational Psychology MEd (LSGC) Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2021-02-10T08:22:36Z 2021-02-10T08:22:36Z 2021 2020 Dissertation Stones, RA 2020, South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners, MEd (LSGC) Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78379> http://hdl.handle.net/2263/78379 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | gifted education Mathematics education gifted disadvantaged problem-solving skills Mathematics Olympiad mathematically gifted UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners |
| title | South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners |
| title_full | South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners |
| title_fullStr | South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners |
| title_full_unstemmed | South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners |
| title_short | South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners |
| title_sort | south african mathematics challenge participation developing problem solving skills in mathematically gifted disadvantaged learners |
| topic | gifted education Mathematics education gifted disadvantaged problem-solving skills Mathematics Olympiad mathematically gifted UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/78379 |