Article Sidebar

Download
Statistic
Read Counter : 49

Downloads

Download data is not yet available.

Main Article Content

Abstract

Students’ learning speed and number sense are critical aspects of mathematics education, yet little is known about how these factors interrelate across different learner profiles. Addressing this gap, this research investigates the characteristics of students’ number sense in relation to their learning speed, providing a novel perspective on tailoring mathematics instruction. This qualitative case study involved 185 8th and 9th students from seven junior high schools across seven sub-districts in Sukabumi, Indonesia, who had previously studied fractions. The research was conducted in three stages: identifying learning speed through IQ scores, self-assessment, and teacher evaluations; administering a diagnostic test to assess number sense; and analyzing the number sense characteristics of representative students from each learning speed category. Findings reveal a comprehensive mapping of learning speeds, highlighting the role of factors such as conceptual understanding, study habits, and mathematical content processing in number sense achievement. Notably, differences were observed among slow, average, and fast learners, suggesting the need for differentiated instructional strategies. The implications of this study emphasize the importance of targeted approaches in mathematics teaching, enabling educators to foster inclusive environments that cater to diverse learning needs. This research contributes a unique methodology for integrating cognitive and practical assessments to better understand and support students’ mathematical development.

Keywords

Average Learners Fast Learners Learning Speed Number Sense Slow Learners

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Balkist, P. S., & Jupri, A. (2025). Number sense of junior high school students based on learning speed: Slow, average, and fast learners. Journal on Mathematics Education, 16(1), 23–48. https://doi.org/10.22342/jme.v16i1.pp23-48
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Al-Mashaqbeh, I. F. (2016). IPad in Elementary School Math Learning Setting. International Journal of Emerging Technologies in Learning (iJET), 11(02), 48–52. https://doi.org/10.3991/ijet.v11i02.5053
  2. Afriyani, D., Sa’dijah,C., Subanji & Muksar, M. (2018). Characteristics of Students’ Mathematical Understanding in Solving Multiple Representation Tas based on Solo Taxonomy. International Electronic Journal of Mathematics Education 13 (3), 281-287. https://doi.org/10.12973/iejme/3920
  3. Andini, W. & Jupri, A. (2017). Student Obstacles in Ratio and Proportion Learning. IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012048 doi: https://doi.org/10.1088/1742-6596/812/1/012048
  4. Arbaugh, F., Brown, C.A. Analyzing Mathematical Tasks: A Catalyst for Change?. Journal of Mathematics Teacher Education, 8, 499–536 (2005). https://doi.org/10.1007/s10857-006-6585-3
  5. Ardi, Z., Rangka, B., Ifdil, I., Suranata, K., Azhar, Z., Daharnis, D., Afdal, A., & Alizamar, A. (2019). Exploring The Elementary Students Learning Difficulties Risks on Mathematics Based on Students Mathematic Anxiety, Mathematics Self-Efficacy and Value Beliefs Using RASCH Measurement. IOP Conf. Series: Journal of Physics: Conf. Series. 1157 032095. https://doi.org/10.1088/1742-6596/1157/3/032095
  6. Baglio, G., Blasi, V., Intra, F.S., Castelli, I., Massaro, D., Baglio, F., Valle, A., Zanette, M., Marchetti, A. (2016). Social Competence in Children With Borderline Intellectual Functioning : Delayed Development of Theory of Mind Across All Complexity Levels. Frontiers in Psychology. Vol. 7. https://doi.org/10.3389/fpsyg.2016.01604
  7. Bailey, D. H., Hoard, M. K., & Nugent, L. R. (2021). Fractions: A significant source of difficulty in elementary mathematics education. Journal of Educational Psychology, 113(5), 951-963. https://doi.org/10.1037/edu0000644
  8. Balkist,P.S. & Agustiani,N. (2020). Responses of Students with Special Needs to Online Mathematics Learning During Pandemic. IOP Conf. Series: Journal of Physics: Conf. Series 1657 012031 http://dx.doi.org/10.1088/1742-6596/1657/1/012031
  9. Balkist, P.S., Patimah, S. & Perlita, N. (2022). Analisis Pembelajaran Matematika di Sekolah Penggerak dalam Menjalankan Kurikulum Merdeka di Masa Pandemi. Jurnal PRISMA, Vol. 11(2), 619-629. https://doi.org/10.35194/jp.v11i2.2640
  10. Biesta, G., Priestley, M., & Robinson, S. (2015) The role of beliefs in teacher agency, Teachers and Teaching.21:6, 624-640, https://doi.org/10.1080/13540602.2015.1044325
  11. Binet, A. (1905). The Development Of Intelligence In Children. Vineland, NJ: Publications of the Training School at Vineland. http://psychclassics.yorku.ca/Binet/intro.htm.
  12. Black, M.M., Walker, S.P.W., Fernald, L.C.H., Andersen, C.T., DiGirolamo, A.M., Lu, C., McCoy, D.C., Fink, G., Shawar, Y.R., Shiffman, J., Devercelli, A.E., Wodon, Q.T., Vargas-Baron, E., Grantham-McGregor, S. (2017). Early Childhood Development Coming of Age : Science Through the Life Course. The Lancet, 389(10064), pp-77-90. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(16)31389-7/fulltext
  13. Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass.
  14. Brown, M., & Quinn, R. (2020). Exploring the connections between fraction understanding and the development of number sense in students. International Journal of Mathematical Education in Science and Technology, 51(3), 358-374. https://doi.org/10.1080/0020739X.2019.1633834
  15. Canivez, G. L., Grieder, S., & Buenger, A. (2021). Construct Validity of the German Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory and Confirmatory Factor Analyses of the 15 Primary and Secondary Subtests. Sage Journals 28(2), 327-352. https://doi.org/10.1177/1073191120936330
  16. Capar, G., & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Kuram ve Uygulamada Egitim Bilimleri, 15(2) pp, 553-559. https://doi.org/10.12738/ESTP.2015.2.2098
  17. Carless,D. & Boud,D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education 43:8, 1315- 1325, https://doi.org/10.1080/02602938.2018.1463354
  18. Chapman, O. Mathematical-task knowledge for teaching. Journal of Mathematics Teacher Education 16, 1–6 (2013). https://doi.org/10.1007/s10857-013-9234-7
  19. Cheng, Y.W., Wang, Y., Cheng, I.L. & Chen,N.S. (2019). An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game. Interactive Learning Environments 27:5-6, 782-796. https://doi.org/10.1080/10494820.2019.1610448
  20. Dehaene,S. (1997). Precis of The Number Sense. Wiley Online Library Vol 16(1), 16-36. https://doi.org/10.1111/1468-0017.00154
  21. DeWolf, M., Bassok,M., Holyoak,K.J. (2015). From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions. Journal of Experimental Child Psychology, Volume 133, Pages 72-84. https://doi.org/10.1016/j.jecp.2015.01.013
  22. Dougherly,L.R. & Guilette, L.M. (2018). Linking personality and cognition: a meta-analysis. The Royal Society Publishing , Vol 373 (1756). http://doi.org/10.1098/rstb.2017.0282
  23. Emmiyati, N., Rasyid, M.A., Rahman, M.A., Arsyad, A. & Dirawan, G.D. (2014). Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia. International Education Studies, 7(11), 103-110. http://dx.doi.org/10.5539/ies.v7n11p103
  24. Fauzi, A., Marzuki, M., & Purnama, S. (2020). Analyzing students’ misconceptions in fraction concepts: A case study in Indonesia. Journal of Mathematics Education, 13(1), 55-68. https://doi.org/10.22487/jme.v13i1.11289
  25. Filippetti, V.A. & Richaud, M.C. (2016). A Structural Equation Modeling of Executive functions, IQ and Mathematical Skill in Primary Students: Differential Effects on Number Production, Mental Calculus and Arithmetical Problems. Taylor & Francis 23(7). https://doi.org/10.1080/09297049.2016.1199665
  26. Flynn, J.R. & Weiss, L.G. (2007). American IQ Gains From 1932 to 2002: The WISC Subtests and Educational Progress. Taylor & Francis 7(2). https://doi.org/10.1080/15305050701193587
  27. Fritz,A., Haase, V.G., Rasanen, P. (2019). International Handbook of Mathematical Learning Difficulties. Springer. https://link.springer.com/book/10.1007/978-3-319-97148-3
  28. Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development & Excellence, 5(1), 5-19.
  29. Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147. https://doi.org/10.1080/1359813042000314682
  30. Gea, M. M., Hernández-Solís, L. A., Batanero, C., & Álvarez-Arroyo, R. (2023). Relating students’ proportional reasoning level and their understanding of fair games. Journal on Mathematics Education, 14(4), 663–682. https://doi.org/10.22342/jme.v14i4.pp663-682
  31. Gersten, R., & Chard, D. (2014). Number sense: Rethinking arithmetic instruction for struggling learners. The Journal of Special Education, 33(1), 18-28. DOI: https://doi.org/10.1177/002246699903300102
  32. Greeno, J.G. (1991). Number Sense as Situated Knowing in a Conceptual Domain. The National Council of Teachers of Mathematics, Inc. https://doi.org/10.5951/jresematheduc.22.3.0170
  33. Handa, M.C. (2019). Leading Differentiated Learning for the Gifted. Roeper Review 41:2, 102-118, DOI: 10.1080/02783193.2019.1585213
  34. Hariyani, M., Herman, T., Suryadi, D., & Prabawanto, S. (2022). Exploration of student learning obstacles in solving fraction problems in elementary school .International Journal of Educational Methodology, 8(3), 505-515. https://doi.org/10.12973/ijem.8.3.505
  35. Hayes,T.L., Cahill, N. D. & Kanan, C. (2019). Memory Efficient Experience Replay for Streaming Learning. 2019 International Conference on Robotics and Automation (ICRA), Montreal, QC, Canada, pp. 9769-9776, https://doi.org/10.1109/ICRA.2019.8793982.
  36. Hoof,J.V., Ceulemans,T.D.E., Verschaffel, L., Dooren,W.M., (2018). Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners. Learning and Individual Differences Volume 61, Pages 99-108, ISSN 1041-6080, https://doi.org/10.1016/j.lindif.2017.11.010
  37. Hwang, G.J., Wang, S.Y., Lai, C.L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics, Computers & Education. Volume 160. https://doi.org/10.1016/j.compedu.2020.104031.
  38. Jupri, A., Drijvers, P. & Heuvel-Panhuizen, V.D., (2014). M. Difficulties in initial algebra learning in Indonesia. Mathematics Education Research Journal 26, 683–710 . https://doi.org/10.1007/s13394-013-0097-0
  39. Jupri, A. & Drijvers, P. (2016). Student Difficulties in Mathematizing Word Problems in Algebra. Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(9), 2481-2502 doi: 10.12973/eurasia.2016.1299a
  40. Karim, K; Budayasa, I; & Siswono, T.Y.E. (2018). High IQ Students Thinking Profile in Making External Mathematical Connections Seen from Gender Difference. Proceeding of the 1st International Conference on Intellectuals’ Global Responsibility (ICIGR 2017). DOI:10.2991/icigr-17.2018.35
  41. Kaur,P., Singh,M., Josan, G.S. (2015). Classification and Prediction Based Data Mining Algorithms to Predict Slow Learners in Education Sector, Procedia Computer Science, Volume 57, Pages 500-508. https://doi.org/10.1016/j.procs.2015.07.372.
  42. Kaznowski, K. (2004). Slow Learners: Are Educators Leaving Them Behind?. Sage Journals 88(641), 31-45. https://doi.org/10.1177/019263650408864103
  43. Kementerian Pendidikan dan Kebudayaan. (2013). Kurikulum 2013: Kompetensi dasar sekolah menengah pertama/madrasah tsanawiyah (SMP/MTs). Jakarta: Kementerian Pendidikan dan Kebudayaan.
  44. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Kurikulum Merdeka: Pedoman implementasi kurikulum merdeka. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
  45. Khaira, U. & Herman,T. (2020) . Assessment processes for slow learners in mathematics learning . IOP Conf. Series: Journal of Physics: Conf. Series 1521 032097. DOI 10.1088/1742-6596/1521/3/032097
  46. Lai, Y., Zhu, X., Chen, Y., Li, Y., (2015). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PLOS ONE, 10(6) e0130570. https://doi.org/10.1371/journal.pone.0130570
  47. Lee, JE., Lee, M.Y. How elementary prospective teachers use three fraction models: their perceptions and difficulties. Journal of Mathematics Teacher Education 26, 455–480 (2023). https://doi.org/10.1007/s10857-022-09537-4
  48. Lee, S.W.Y., Tu, HY., Chen, GL. et al. Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency. International Journal of STEM Education 10, 64 (2023). https://doi.org/10.1186/s40594-023-00455-2
  49. Lortie-Forgues, H., & Siegler, R. S. (2017). Conceptual knowledge of decimal arithmetic. Journal of Educational Psychology, 109(3), 374–386. https://doi.org/10.1037/edu0000148
  50. Lynn, R. & Mikk, Jaan. (2009). National IQs Predict Educational Attainment in Math, Reading and Science Across 56 Nations. Intelligence. https://doi.org/10.1016/j.intell.2009.01.002
  51. Maghfirah, M., & Mahmudi, A. (2019). Analisis Kemampuan Number Sense Siswa SMP. Master’s thesis, Universitas Negeri Yogyakarta. Retrieved from eprints.uny.ac.id
  52. McIntosh, A., Dole, S. (2000). Number Sense and Mental Computation : Implications for Numeracy. Australian Council for Educational Research (ACER). https://research.acer.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1001&context=research_conference_2000#page=42
  53. Mercader,J., Presentación,M.J., Siegenthaler,R., Molinero, V., Miranda, A., (2017). Motivación y rendimiento académico en matemáticas: un estudio longitudinal en las primeras etapas educativas. Revista de Psicodidáctica, Volume 22, Issue 2, Pages 157-163, ISSN 1136-1034, https://doi.org/10.1016/j.psicod.2017.05.007.
  54. Morgan, H. (2013) Maximizing Student Success with Differentiated Learning, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87:1, 34-38, DOI: 10.1080/00098655.2013.832130
  55. Muchoko, C. et al 2019 . Algebraic Visualization Difficulties of Students in Junior High School. IOP Conf. Series: Journal of Physics: Conf. Series 1157 032108. DOI 10.1088/1742-6596/1157/3/032108
  56. Muslimin, M., Hirza, B., Nery, R., Yuliani, R., Heru, H., Supriadi, A., Desvitasari, T., & Khairani, N. (2022). Peningkatan Hasil Belajar Matematika Siswa Melalui Pembelajaran Berdiferensiasi dalam Mewujudkan Merdeka Belajar. Jurnal Pendidikan Matematika RAFA, 8(2), 22-32. https://doi.org/https://doi.org/10.19109/jpmrafa.v8i2.14770
  57. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
  58. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA. Retrieved June 7, 2010 from: http://standards.nctm.org/document/chapter4/numb.htm.
  59. Novita, S. (2022). Mathematics Assessment Using Virtual Reality: A Study on Indonesian Elementary School Children. 2022 International Conference on Assessment and Learning (ICAL), Bali, Indonesia, pp. 1-6, https://doi.org/10.1109/ICAL50372.2022.10075577.
  60. Nurhastuti, Ahman, Juntika & Susanto, E. (2018). Potential Test Gifted and Talented Children : Study of Elementary School in Indonesia. IOP Conf. Series: Journal of Physics: Conf. Series 1114 012043. http://dx.doi.org/10.1088/1742-6596/1114/1/012043
  61. Patmawati, H., Turmudi & Prabawanto,S. 2022. Mathematical Thinking Process Based on Student IQ Test Results and Talented Mathematical. IOP Conf. Series: Journal of Physics: Conf. Series 2279 012011. http://dx.doi.org/10.1088/1742-6596/2279/1/012011
  62. Poh, B.K., Lee, S.T., Yeo, G.S. et al. Low socioeconomic status and severe obesity are linked to poor cognitive performance in Malaysian children. BMC Public Health 19 (Suppl 4), 541 (2019). https://doi.org/10.1186/s12889-019-6856-4
  63. Posicelskaya, M.A., Rudchenko, T.A. & Semenov, A.L. Mathematical Elements of Elementary Education. Dokl. Math. 107 (Suppl 1), S10–S41 (2023). https://doi.org/10.1134/S1064562423700576
  64. Pulungan, R.O.T. & Suryadi, D. (2019). From Integer to Real Numbers : Students’ Obstacles in Understanding the Decimal Numbers. IOP Conf. Series: Journal of Physics: Conf. Series 1157 042086. DOI 10.1088/1742-6596/1157/4/042086
  65. Ren, K. & Gunderson, E.,A. (2021). The dynamic nature of children’s strategy use after receiving accuracy feedback in decimal comparisons. Journal of Experimental Child Psychology Vol 202 https://doi.org/10.1016/j.jecp.2020.105015
  66. Renzulli, J.S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, v60 n3 p180-84. https://eric.ed.gov/?id=EJ190430
  67. Roording-Ragetlie, S., Tabach, M., Bakker, A., & van der Schaaf, M. (2021). How to foster students’ number sense? A review of instructional approaches and the role of digital tools. Educational Studies in Mathematics, 107(2), 271-295. https://doi.org/10.1007/s10649-020-10027-2
  68. Sadieda, L.U.,Wahyudi, B., Kirana, R.D., Kamaliyah,S., Arsyavina,V. (2022). Implementasi Model Blended Learning Pada Pembelajaran Matematika Berbasis Kurikulum Merdeka. Jurnal Review Pembelajaran Matematika, 7(1), 55-72. https://doi.org/10.15642/jrpm.2022.7.1.55-72
  69. Setyawan. F., Andriyani, Handayani, T.K., Ratih, K., Sutopo, A., Rusli, T.I., Alfiany, N.R. (2021). Rigorous Thinking in Mathematics Modelling for Slow Learners. IOP Conf. Series: Journal of Physics: Conf. Series 1720 012005. DOI 10.1088/1742-6596/1720/1/012005
  70. Siegler, R. S., Fazio, L., Bailey, D. H., & Zhou, X. (2014). Relations of different types of numerical magnitude representations to mathematics achievement. Child Development Perspectives, 8(3), 144-150. https://doi.org/10.1111/cdep.12073
  71. Sintawati, M., Sukma, H.H., Marini, A. (2022) Mathematics Pedagogical knowledge for slow learners teaching. IOP Conf. Series: Journal of Physics: Conf. Series 2577, 020061 (2022) https://doi.org/10.1063/5.0101283
  72. Siregar, R.N., Suryadi, D., Prabawanto, S., & Mujib, A. (2023). Students’ mathematics self efficacy in learning social arithmetic topic. International Journal of Evaluation and Research in Education (IJERE) Vol. 12(4). https://doi.org/10.11591/ijere.v12i4.25480
  73. Slavin, R. E. (2021). Educational Psychology: Theory and Practice (12th ed.). Pearson.
  74. Santrock, J. W. (2019). Educational Psychology (6th ed.). McGraw-Hill Education.
  75. Sood, S., & Jitendra, A. K. (2007). A Comparative Analysis of Number Sense Instruction in Reform-Based and Traditional Mathematics Textbooks. The Journal of Special Education, 41(3), 145-157. https://doi.org/10.1177/00224669070410030101
  76. Sovia, A. & Herman, T. (2020). Gesture of slow learners student in mathematical Communication. J. Phys.: Conf. Ser. 1464 012046. DOI 10.1088/1742-6596/1464/1/012046
  77. Sudihartinih, E. & Wahyudin. (2019). Relationship Between Intelligence Quotient, Gender, Learning Outcomes and Geometry Thinking Levels. Proceeding of International Conference on Mathematics and Sciences Education 2019. http://dx.doi.org/10.1088/1742-6596/1521/3/032031
  78. Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. https://doi.org/10.1037/a0027627
  79. Sugiman and N M Murdiyani 2019. IOP Conf. Series: Journal of Physics: Conf. Series 1320 012060 https://doi.org/10.1088/1742-6596/1320/1/012060
  80. Suryadi, R., Ikhsan, M., & Yuliana, E. (2023). Challenges in conceptualizing fractions among students: A study in Indonesian primary schools. European Journal of Educational Research, 12(1), 375-388. https://doi.org/10.12973/eu-jer.12.1.375
  81. Torbeyns, J., Schneider, M., & van Dooren, W. (2022). The interplay of mathematical mindset and students’ performance: A longitudinal study. International Journal of STEM Education, 9(1), 1-14. https://doi.org/10.1186/s40594-022-00326-8
  82. Trivena, V., Ningsih, A.R., Jupri, A. (2017). Misconception on Addition and Substraction of Fraction at Primary School Students in Fifth-Grade. IOP Conf. Series: Journal of Physics: Conf. Series 895 (2017) 012139 doi :10.1088/1742-6596/895/1/012139
  83. Vicente, B., & Margarita, B. (2009). Childrens Mathematical Profile with Learning Difficulties in Mathematics in Relation to Their Reading Competence.
  84. Ensenanza de las Ciencias, 27(3), pp. 381–392. https://www.researchgate.net/publication/329152070_Children_with_learning_difficulties_in_mathematics_Relating_mathematics_skills_and_reading_comprehension
  85. Vos, T., Allen, C., Arora, M., Zeeb, H., Zuhlke, L.J. (2016). Global, Regional, and National Incidence, Prevalence, and Years lived with Disability for 310 diseases and injuries, 1990-2015 : A systematic analysis for the Global Burden of Disease Study 2015. The Lancet, 388(10053), pp. 1545-1602. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(16)31678-6/fulltext
  86. Wechsler, D. (1939). The nature of intelligence. In D. Wechsler, The measurement of adult intelligence (pp. 3–12). Williams & Wilkins Co. https://doi.org/10.1037/10020-001
  87. Widjaja, Wanty, Stacey, Kaye and Steinle, Vicki 2008, Misconceptions about density of decimals : insights from Indonesian pre-service teachers’ work, Journal for science and mathematics education in Southeast Asia, vol. 31, no. 2, pp. 117-131. http://hdl.handle.net/10536/DRO/DU:30048398
  88. Wilson, A.J., Dehaene, S., Dubois, O., Fayol, M. (2009). Effects of an Adaptive Game Intervention in Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children. Wiley Online Library Vol 3(4). https://doi.org/10.1111/j.1751-228X.2009.01075.x
  89. Yang, D.-C., & Reys, R. E. (2020). Number sense strategies used by sixth-grade students in Taiwan and the USA: A cross-cultural study. Journal of Educational Psychology, 112(4), 774–785. https://doi.org/10.1037/edu0000383
  90. Zubeyde,E. & Artut,D. P. (2023). Metaphorical perceptions of gifted and normally developing students on the concept of solving mathematical problems. Journal on Mathematics Education, 14(4), 627–646. https://doi.org/10.22342/jme.v14i4.pp627-646