Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students

Mohd Hasrul Kamarulzaman (), Mohd Fadzil Kamarudin (), Mohd Saifun Aznin Mohd Sharif (), Muhammad Zaim Esrati (), Muhammad Zaim Esrati () and Rorlinda Yusof ()

Journal of Education and e-Learning Research, 2022, vol. 9, issue 4, 269-277

Abstract: The aim of this study is to examine if differentiated instruction benefits the mathematical thinking process of gifted and talented students in Malaysia. Differentiated instruction is a student-centered technique in which instructors act as facilitators. It is doubtful, however, if differentiated instruction has a beneficial effect on the overall process of mathematical thinking. A disciplined approach to learning mathematics is deemed essential. In this study, a questionnaire was designed to assess students' motivation towards learning using differentiated instruction in mathematics, and a mathematics test was devised to assess students' mathematical thinking process. The study included 400 students who were identified as gifted and talented students; the data were analyzed using the SPSS software. The results suggest that statistically differentiated instruction has a significant effect on gifted and talented students' mathematical thinking processes. However, additional research is needed to discover which activities directly impact students' mathematical thinking processes positively and which should be avoided.

Keywords: Differentiated instruction; Mathematical thinking; Gifted student; Learning profile; Learning activities. (search for similar items in EconPapers)
Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.asianonlinejournals.com/index.php/JEELR/article/view/4253/2452 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:aoj:jeelre:v:9:y:2022:i:4:p:269-277:id:4253

Access Statistics for this article

More articles in Journal of Education and e-Learning Research from Asian Online Journal Publishing Group
Bibliographic data for series maintained by Sara Lim ().