Mathematical Problems Solving among gifted and normal pupils

Abstract

This study aims at identifying the level of mathematics problems solving amongst gifted and normal pupils in the Middle School in Ouargla. To reveal the significance of differences in problem solving in mathematics according to gender and pupils' classification (gifted/normal); as well as the interaction between them. The sample consisted of 94 pupils in middle school (30 males: 14 gifted, 16 normal; 64 females: 34 gifted, 30 normal). In order to achieve our aim, we have adopted the nominations of mathematics teachers for their gifted and normal pupils, Raven’s Progressive Matrices Test, and problem-solving test in mathematics, after analyzing the data statistically, the outcomes showed: The level of solving problems in mathematics for the third-year pupils was low. There were no statistically significant differences in problem solving due to the gender. There were statistically significant differences in problem solving in mathematics due to the pupils' classification (gifted /normal). The interaction of pupils' classification (gifted /normal) and gender did not affect problem solving in mathematics