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This dissertation examines whether participation in the South African Mathematics Challenge can develop problem-solving skills in mathematically gifted learners from disadvantaged schools. The study used a quasi-experimental design with a pre-test and post-test to compare an intervention group that worked through past Olympiad papers to an alternative group that completed worksheets. The Study Orientation in Mathematics Questionnaire assessed problem-solving behavior before and after. Focus groups explored

Author

dacostayaya9

Language

EN