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Abstract

A number of researchers have concluded that females have negative attitudes toward mathematics which impede math achievement. In addition, rural influence may discourage girls' participation in math, thus impeding the chance for very capable females entrance into technical fields. This study utilized the Mathematics Attitude Inventory (MAI) (Sandman, 1980) to assess rural, gifted females' attitudes toward mathematics. Both an experimental and control group were administered the attitude assessment prior to the start of a semester-long intervention program for the experimental group. There were no significant differences at the .05 level in the two groups' attitudes toward math according to pretest scores. The intervention strategies for the experimental group included a variety of problem solving activities, math-related career options, and self-esteem issues. Posttest scores on the MAI revealed significant differences at the .05 level between the two groups. Thus, the intervention program was effective in positively influencing rural, gifted girls' attitudes about math.

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Gifted Girls in a Rural Community: Making a Difference in Attitudes toward Math

Abstract

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