摘要
Gifted students have different ways of learning. They are characterized by a fitful level of attention and intuitive reasoning. In order to distinguish gifted students from normal students, we conducted an experiment with 17 pupils, willing participants in this study. We collected different types of data (gender, age, performance, initial average in math and EEG mental states) in a web platform called NetMath intending for the learning of mathematics. We selected ten tasks divided into three difficulty levels (easy, medium and hard). Participants were invited to respond to top-level exercises on the four basic operations in decimals. Our first results confirmed that the student’s performance has no relation with age. A younger 9-year-old student achieved a higher score than the group with an average of 68.18%. This student can be considered as a gifted one. The gifted students can be also characterized by a mean value of attention (around 60%). They also can be defined by slightly weaker values of their mental states of attention and workload in comparison with the weak pupils.
Gifted students have different ways of learning. They are characterized by a fitful level of attention and intuitive reasoning. In order to distinguish gifted students from normal students, we conducted an experiment with 17 pupils, willing participants in this study. We collected different types of data (gender, age, performance, initial average in math and EEG mental states) in a web platform called NetMath intending for the learning of mathematics. We selected ten tasks divided into three difficulty levels (easy, medium and hard). Participants were invited to respond to top-level exercises on the four basic operations in decimals. Our first results confirmed that the student’s performance has no relation with age. A younger 9-year-old student achieved a higher score than the group with an average of 68.18%. This student can be considered as a gifted one. The gifted students can be also characterized by a mean value of attention (around 60%). They also can be defined by slightly weaker values of their mental states of attention and workload in comparison with the weak pupils.
