Research & Evaluation

Combined Concurrent

An Investigation of High-Ability Adolescent Students' Affective and Motivational Responses to Mathematics

Saturday, November 11
9:15 AM - 9:45 AM
Location: 217 BC

Students’ motivational and affective responses to mathematics are related to their academic performance. This session contains results from a mixed methods study involving survey results from 394 middle and high school high-ability students. Data revealed that students believed success was possible and that the usefulness and enjoyment of mathematics precipitated high motivational ratings. Students’ responses showed that it is possible to simultaneously have multiple goal orientations. Using MANOVA, slight qualitative differences existed between the responses of boys and girls and larger differences existed when acceleration level was considered. At extremely advanced levels, significant gender differences existed relative to placement.

Heather Carmody

Teacher
Park Tudor School

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Marcia Gentry

Professor
Purdue University

MARCIA GENTRY is the director of the Gifted Education Resource Institute and Professor of Educational Studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions of school; and on non-traditional services, and underserved populations. Marcia developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. She has served on the boards of NAGC and the AERA SIG, Research on Giftedness, Creativity, and Talent, actively participates in NAGC, frequently contributes to the gifted education literature, and regularly serves as a speaker and consultant. Prior to her work in higher education she spent 12 years as a teacher and administrator in K-12 settings. She enjoys spending time with family and friends, traveling, running and fitness, gardening, hanging out in the horse barn, collecting contemporary Navajo weavings, spending time at her cabin on Whitefish Bay, and working with her doctoral students.

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Scott A. Chamberlin

Professor
University of Wyoming

Scott A. Chamberlin is a professor and the department head for Elementary and Early Childhood Education at the University of Wyoming with a special focus on gifted education and mathematics education. His area of interest is affect and creativity in the context of mathematical problem solving. Much of his research efforts are targeted towards mathematical modeling.

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