Examining the mathematical thinking of disadvantaged students

Authors

  • Zsuzsanna Timea Nagy Sapientia Hungarian University of Transylvania, Romania
  • Katalin Harangus Sapientia Hungarian University of Transilvania, Faculty of Technical and Human Sciences, Romania

DOI:

https://doi.org/10.24368/jates.v11i4.289

Keywords:

Disadvantage students; problem-solving thinking; mathematical knowledge level

Abstract

Research shows that the level of mathematical knowledge of disadvantage students is significantly lower than their non-disadvantage peers. At the same time, experience shows that disadvantage children can perform mathematical operations quickly and correctly that is not necessarily acquired at school. The aim of the research presented in the paper is to provide a comprehensive picture of the level of development of the problem-solving skills of disadvantage students participating in the study and their ability to apply the acquired mathematical skills. A set of tasks was compiled to measure their skills. The results of the survey contribute to a better understanding of the learning difficulties, shortcomings, and problems of disadvantage students in acquiring mathematical knowledge.

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Published

2022-01-10

How to Cite

Nagy, Z. T., & Harangus, K. (2022). Examining the mathematical thinking of disadvantaged students. Journal of Applied Technical and Educational Sciences, 11(4), 1–13, ArtNo: 289. https://doi.org/10.24368/jates.v11i4.289

Issue

Vol. 11 No. 4 (2021): 2021/4

Section

Articles and Studies

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