The purpose of this study is to contribute knowledge about whether teachers think they can identify mathematically gifted students, offer them the teaching and challenges they need and if they think there’s something else they need. I want to investigate this to contribute knowledge about teachers’ perceptions regarding the identification and teaching of mathematically gifted students. Research shows the importance of identifying and stimulating mathematically gifted students to maintain their will to develop. Semi structured personal interviews have been used to collect data. The data has been analyzed using Krutetskiis framework and the Zone of Proximal Development that Vygotskij writes about. The result in this study shows that teacher identify them in the daily work and in tests. Furthermore, all teachers use acceleration in their teaching. Several teachers also use open tasks to meet the students’ needs. Several of them think that they have enough knowledge but find it difficult to give the students as much time and attention as they want. Instead, priority is often given to the students who do not reach the goals. It becomes clear in this study that several teachers want mathematical groups for these students. These groups would be led by an educator with enough knowledge to challenge and stimulate the mathematically gifted students.
- Grundlärarutbildning: förskoleklass och årskurs 1-3
- Mathematic
- identify
- gift
- challenging education
- teachers’ perspective
Att undervisa matematiskt begåvade elever
Hallström, C. (Author). 2021-Dec
Student thesis: Professional degree, Advanced level