Introduction
The growing adoption of online education for gifted students in mathematics represents a significant advance in the democratization of education and in the mitigation of educational inequalities. The United Nations Sustainable Development Goal 4 highlights the importance of equity and educational quality, and online education emerges as a promising strategy to address the shortage of specialized teachers. However, the relationship between participation in online courses and socioeconomic factors still requires in-depth investigation. This study evaluates the impact of online education on the development of gifted students in mathematics, considering socioeconomic differences and the challenges related to educational equity.
Methods
The study was conducted with gifted students from ten high schools in Liaoning Province, China, between 2018 and 2024. A structured questionnaire with 16 questions covering educational status and family socioeconomic characteristics was used. Statistical analysis included Pearson correlation and Bootstrap mediation calculations to examine the relationship between socioeconomic factors and academic performance, as well as distribution graphs of study time and teaching modalities (online and in-person).
Results
Change in the educational model: Before the COVID-19 pandemic, mathematics education for gifted students occurred mostly in a face-to-face environment. With the pandemic, there was an accelerated transition to the online model, resulting in a growing adoption of digital teaching platforms.
Influence of socioeconomic status: Students from high-income families showed a preference for face-to-face learning, while those from low- and middle-income families turned more to online education due to financial barriers. Ownership of electronic devices (computers, smartphones, and internet access) played an essential mediating role in participation in online learning.
Impact on academic performance: The relationship between performance in mathematical competitions and household income has significantly decreased with the advancement of online education. However, students in rural areas still face challenges related to poor digital infrastructure, resulting in less effective participation in online education and, consequently, lower academic success rates.
Persistent challenges: Despite the benefits of online education, limitations such as lack of direct interaction with teachers, difficulties in maintaining discipline and the need for individualized pedagogical support have been identified as factors that can compromise the learning of gifted students.
Discussion
Online education has significant potential to expand access to specialized mathematics education programs, reducing spatial and temporal barriers. However, digital inequality persists as a limiting factor, especially for students from economically disadvantaged regions. The study highlights the need for public policies that ensure equitable access to technological infrastructure and methodologies that combine online education with in-person strategies to optimize the learning of gifted students.
Conclusion
The transition of mathematics education to the online environment has had positive impacts on accessibility to specialized education, but it has not eliminated inequalities in access. Bridging the digital divide and developing hybrid approaches are key to ensuring sustainable and equitable mathematics education for gifted students from different socioeconomic backgrounds.
Reference:
XU, Guangyu; JIANG, Peijie; XIONG, Bin. The impact of online education on gifted mathematics students from different family backgrounds. Sustainability, vol. 16, no. 8444, p. 1-24, 2024. Available at: https://doi.org/10.3390/su16198444.
