TY - JOUR
T1 - The cognitive beliefs of mathematics teachers about gifted students and its relation to their cognitive beliefs to learn and teach mathematics
AU - Youssef, Nasser Helmy
AU - Alabdulaziz, Mansour Saleh
N1 - Publisher Copyright:
© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2024
Y1 - 2024
N2 - The aim of this research was to identify mathematics teachers’ cognitive beliefs about gifted students (MTCBGS), mathematics teachers’ cognitive beliefs about learning and teaching mathematics (MTCBLTM), and the relationship between these beliefs. To achieve this, a scale of cognitive beliefs about gifted students among teachers was developed along with a scale of cognitive beliefs for learning and teaching mathematics. The tools were administered to 131 male and female mathematics teachers at different levels in the Eastern Province of the Kingdom of Saudi Arabia during the academic year 2024. The results revealed that levels of both MTCBGS and MTCBLTM were high. In addition, there was a statistically significant relationship between MTCBGS and MTCBLTM, as well as a statistically significant difference in MTCBGS between teachers with high MTCBLTM and teachers with low MTCBLTM. In view of the results, the researchers recommend building training programs for mathematics teachers according to MTCBGS and MTCBLTM and measuring their effectiveness, as well as spreading awareness about gifted students and teaching mathematics according to constructivist theory.
AB - The aim of this research was to identify mathematics teachers’ cognitive beliefs about gifted students (MTCBGS), mathematics teachers’ cognitive beliefs about learning and teaching mathematics (MTCBLTM), and the relationship between these beliefs. To achieve this, a scale of cognitive beliefs about gifted students among teachers was developed along with a scale of cognitive beliefs for learning and teaching mathematics. The tools were administered to 131 male and female mathematics teachers at different levels in the Eastern Province of the Kingdom of Saudi Arabia during the academic year 2024. The results revealed that levels of both MTCBGS and MTCBLTM were high. In addition, there was a statistically significant relationship between MTCBGS and MTCBLTM, as well as a statistically significant difference in MTCBGS between teachers with high MTCBLTM and teachers with low MTCBLTM. In view of the results, the researchers recommend building training programs for mathematics teachers according to MTCBGS and MTCBLTM and measuring their effectiveness, as well as spreading awareness about gifted students and teaching mathematics according to constructivist theory.
KW - cognitive beliefs
KW - gifted students
KW - learning
KW - mathematics teachers
KW - teaching
UR - https://www.scopus.com/pages/publications/85213036340
U2 - 10.29333/ejmste/15710
DO - 10.29333/ejmste/15710
M3 - Article
AN - SCOPUS:85213036340
SN - 1305-8215
VL - 20
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 12
M1 - em2554
ER -