Lamb J, Daniels R
Special Education Department, Arkansas State University, Jonesboro.
Except Child. 1993 May;59(6):513-7. doi: 10.1177/001440299305900604.
This study was designed to determine the feasibility of improving gifted girls' attitudes toward mathematics. This study was conducted in three school districts in an isolated rural setting. Subjects were 24 gifted girls in Grades 4-7. A control group also contained 24 gifted girls at the same grade levels. On pretest, using the Mathematics Attitude Inventory (MAI), no significant differences were found between groups in their attitudes toward math. The intervention program included problem-solving activities, math-related career options, and self-esteem issues. MAI posttest scores after the 18-week program indicated that the program was effective in changing attitudes toward mathematics of gifted girls in a rural environment.
本研究旨在确定改善资优女童对数学态度的可行性。该研究在一个偏远农村地区的三个学区开展。研究对象为24名4至7年级的资优女童。对照组也包含24名同年级的资优女童。在进行前测时，使用数学态度量表（MAI），发现两组在对数学的态度上没有显著差异。干预项目包括解决问题活动、与数学相关的职业选择以及自尊问题。在为期18周的项目结束后的MAI后测分数表明，该项目有效地改变了农村环境中资优女童对数学的态度。
