Volume 6, Issue 11 (9-2018)
نظریه و عمل 2018, 6(11): 175-202 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
(2018). An Investigation in Mathematical Performance of Students Who Do Grade-skipping.. نظریه و عمل. 6(11), 175-202.
URL: http://cstp.khu.ac.ir/article-1-2821-en.html
URL: http://cstp.khu.ac.ir/article-1-2821-en.html
Abstract: (4373 Views)
| The main purpose of this study was to compare the performance of grade-skipped students with their peers in mathematical reasoning and applying. In this study, gender and mathematical self-concept were considered as effective variables. This study was a part of a longitudinal study. The data analysis was performed through repeated measurements and the results showed that in applying math concepts, grade-skipped students outperformed their peers. However, there was no significant difference between grade-skipped students and their peers regarding the reasoning; although the 4th-grade students are better than the 3th-grade. The girls and boys showed the same function on applying, reasoning and between grade-skipped students and non- grade-skipped. Mathematical self-concept was also similar in three groups. It seems that grade-skipping does not have negative effects on math performance. Of course considering other academic contexts, emotional and social aspects and pursuing the effects of acceleration in long-term is necessary for informed decision-making in the field of grade-skipping. |
Keywords: grade- Skipping, mathematical reasoning, mathematical concepts applying, mathematics self-concept, gender.
Type of Study: Research |
Received: 2017/07/31 | Revised: 2018/11/28 | Accepted: 2018/02/27 | Published: 2018/11/17
Received: 2017/07/31 | Revised: 2018/11/28 | Accepted: 2018/02/27 | Published: 2018/11/17
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
