Mathematically gifted students’ differentiated needs: what kind of support do they need?

Özdemir, Duygu; Işıksal-Bostan, Mine

doi:10.1080/0020739x.2019.1658817

Cited by 5 publications

(1 citation statement)

References 22 publications

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“…Gifted and talented students are often pushed aside in the educational system simply because most educators think that these students will perform well on their own without special or additional support. Nevertheless, these students need to be challenged and supported in order to reach their highest potential [ 1 , 2 ]. To provide adequate support to the gifted learners, professional training available for teachers to adopt specialized instructional practices such as differentiation and flexible grouping is a prerequisite [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

Cheung

Shek

Hui

et al. 2022

IJERPH

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Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A total of 2031 primary and secondary school teachers participated in the professional development program of the Project. They completed validated measures on teachers’ knowledge of and attitudes toward gifted education, teaching behaviors, characteristics and competencies, in addition to well-being before and after participating in the program. Results of one-way ANCOVA showed that the program could promote teachers’ knowledge of gifted education and specific teaching strategies to gifted learners. This study provides preliminary support for the program in promoting holistic professional development of participating teachers in gifted education. The theoretical and practical implications of the findings are discussed.

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Section: Introductionmentioning

confidence: 99%

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

Cheung

Shek

Hui

et al. 2022

IJERPH

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The essential role of teacher self-efficacy and enthusiasm for differentiated instruction

Kalinowski,

Westphal,

Jurczok

et al. 2024

Teaching and Teacher Education

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Detección, provocación y superación de bloqueos de resolución de problemas matemáticos en magisterio

Mallart-Solaz

2023

PNA

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Este estudio explora bloqueos emergentes al resolver problemas, cómo suscitarlos y superarlos con 53 alumnos de Didáctica de Geometría en Primaria. Para ello se diseñan cuestionarios y tareas, y se proponen lecturas de expertos, discusiones grupales y resolución y creación de problemas. Se toman tres orígenes de bloqueos: afectivo, cognoscitivo, cultural y ambiental. Se concluye que identificar propios bloqueos resolviendo problemas no implica saber provocarlos, que ser competente creando problemas y tener un listado de bloqueos no garantiza saber provocarlos, que estudiar cómo superar bloqueos no basta para ayudar a superarlos y que detectar bloqueos y superarlos no implica la resolución correcta.

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Mathematically gifted students’ differentiated needs: what kind of support do they need?

Cited by 5 publications

References 22 publications

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

The essential role of teacher self-efficacy and enthusiasm for differentiated instruction

Detección, provocación y superación de bloqueos de resolución de problemas matemáticos en magisterio

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