Gifted girls in a rural community: math attitudes and career options.

Abstract

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.