Cognitive and Motivational Characteristics of Adolescents Gifted in Mathematics: Comparisons Among Students With Different Types of Giftedness

By E. Hong, Yvette M. Aqui. 2004

120 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d7d23b6914e1eabadc26deb6df71af4afad674e8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. R. Leikin
2. Chia-Yi Lin
3. Seok-hee Cho
4. E. Mann
5. Douglas Newton
6. David Bolden
7. Wilbert McKeachie
8. T. Duncan

In Social Psychology

1. Douglas Newton
2. Wilbert McKeachie
3. T. Duncan
4. R. Leikin
5. E. Mann

Citations in the corpus

• Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students (2005, background): “60) Hong and Aqui (2004) studied academically gifted mathematics students and students”
• The education of mathematically gifted students: Some complexities and questions (2011, background): “…papers, from among more than 1,000 published in the past ten years, form an almost complete list: Chamberlin & Moon, 2005; Hodge & Kemp, 2006; Hong & Aqui, 2004; Koichu & Berman, 2005; Kwon, Park & Park, 2006; Mann, 2006; Nokelainen, Tirry & Merenti-Valimaki, 2007; Olszewski-Kubilius & Lee,…”
• Creativity: The Essence of Mathematics (2006, background): “Yet, research suggests that a high level of achievement in school mathematics is not a necessary ingredient for high levels of accomplishment in mathematics (Hong & Aqui, 2004; Mayer & Hegarty, 1996; Pehkonen, 1997; Sternberg, 1996).”
• Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “Research suggests that the mathematically creative are not necessarily those who show high levels of achievement in school mathematics (Hong & Aqui, 2004).”
• The Making of the Motivated Strategies for Learning Questionnaire (2005, background): “…education (Ommundsen, 2003), as well as (b) target populations, including African American undergraduates (Campbell, 2001; Green, 2001), female undergraduate engineering majors (Vogt, 2003), nursing students (Seibert, 2002), and gifted high school students (Hong & Aqui, 2004; Neber & Heller, 2002).”
• The Search for Mathematical Creativity: Identifying Creative Potential in Middle School Students (2009, background): “(p. 60) Hong and Aqui (2004) studied academically gifted mathematics students and students with creative talent in mathematics and found significant differences in cognitive strategies, with the creatively talented group being more cognitively resourceful.”
• Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability (2011, background): “Creativity in math problem solving requires various attributes in addition to divergent thinking or knowledge and skills in math (Hong & Aqui, 2004; Kaizer & Shore, 1995; Livne &Milgram, 2006; Mann, 2006, 2009).”