Who Can Teach the Mathematically Gifted? Characterizing and Preparing Mathematics Teachers of Highly Able Students at the Secondary Level

Karsenty, Ronnie

doi:10.1080/15332276.2014.11678438

Cited by 4 publications

(10 citation statements)

References 26 publications

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“…The research showed that these teachers think they can cultivate mathematically gifted students, and that different mathematics learning backgrounds and class teaching experiences of different sizes will affect their perception ability. Karsenty (2014) stressed that teachers of the mathematically gifted in middle schools should have abundant mathematical knowledge, teaching skills, and personal social quality. Hoth et al (2016) revealed the relationship between teachers’ professional knowledge and their skills to identify and support mathematically gifted students.…”

Section: Literature Reviewmentioning

confidence: 99%

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Internal Persistence and External Support—What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?

Yong

Lei

et al. 2022

Front. Psychol.

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Mathematically gifted students are precious human resources, educators of which make a great difference in helping them realize their potential. The retention of qualified teachers of mathematically gifted students is an issue worthy of in-depth exploration. In China, mathematics competitions are an important part of mathematics gifted education, and the teaching of the Mathematical Olympiad is a challenging profession with a high attrition rate. This qualitative study takes four seasoned and outstanding Chinese teachers as cases, collects data through individual semi-structured interviews, and uses the thematic analysis method based on Herzberg’s two-factor theory to analyze why they can persist in the field of Mathematical Olympiad teaching for more than 20 years. The results show that the motivation factors affecting retention are recognition, achievement, possibility of growth, work itself, and responsibility, and the hygiene factors are policy and interpersonal relationships. Motivation factors are the main reason for their long-term persistence, while hygiene factors are conducive to their persistence as a whole. Finally, enlightenment to educational policy and school management and suggestions for retention and development of teachers of the mathematically gifted are provided.

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Section: Literature Reviewmentioning

confidence: 99%

“…However, only a few studies have focused on teachers of the mathematically gifted ( Karp, 2010 ; Leikin, 2011 ; Karsenty, 2014 ). Teacher retention—that is preventing qualified teachers from leaving their positions ( Kelchtermans, 2017 )—is a topic of concern in the international academic field.…”

Section: Introductionmentioning

confidence: 99%

Internal Persistence and External Support—What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?

Yong

Lei

et al. 2022

Front. Psychol.

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“…In recent years, giftedness is also one of the topics attracting attention in the mathematics education literature (Yazgan-Sag 2019). What kind of education can be given to mathematically gifted students, especially at the secondary level, and what kinds of elements this type of education should include are among the most challenging issues in the literature (Karsenty, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…In the light of the above-mentioned issues, studying the profiles of those who teach mathematically gifted students has become a recent topic of interest. There are only a few studies focusing on the mathematics teachers of mathematically gifted students (Karp, 2010;Karsenty, 2014;Leikin, 2011). Karsenty (2014), who studied on mathematics teachers attending a professional development course on educating gifted students, emphasised that the teachers of mathematically gifted students should have strong mathematics knowledge, strong pedagogical skills, and strong personal social qualities.…”

Section: Introductionmentioning

confidence: 99%

“…There are only a few studies focusing on the mathematics teachers of mathematically gifted students (Karp, 2010;Karsenty, 2014;Leikin, 2011). Karsenty (2014), who studied on mathematics teachers attending a professional development course on educating gifted students, emphasised that the teachers of mathematically gifted students should have strong mathematics knowledge, strong pedagogical skills, and strong personal social qualities. One remarkable result of her study was that interacting with gifted students improved the teachers' subject matter knowledge and their pedagogical knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Possible interactions with mathematically gifted students: Views of prospective teachers

Yazgan-Sağ¹

2020

Istraživanja u pedagogiji

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Teachers' interactions with mathematically gifted students in the classroom environment, and the elements of this interaction have become prominent recently. This qualitative study's purpose is to reveal the views of prospective secondary mathematics teachers about these interactions. The study participants were seven prospective teachers attending the fourth year of a secondary mathematics teaching programme in a public university in Turkey during the 2018-2019 academic year. These prospective teachers participated in a 90-minute focus group interview which was recorded with a video camera. During the interview, the researcher brought up possible classroom environment scenarios that could occur with mathematically gifted students who may have the characteristics that the participants described. The prospective teachers' views about the kinds of behaviours they can exhibit, and what methods they can reveal in these theoretical interactions were analysed with the descriptive analysis method. The study results indicated that the participants exhibited different approaches to situations they might encounter in the classroom. For example, some prospective mathematics teachers asserted that mathematically gifted students should be assisted in the classroom context; others stated that such students should be supported with out-of-class activities rather than helping them in the classroom. Besides, the participants suggested that the history of mathematics and advanced mathematics subjects could also be used to educate mathematically gifted students.

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2023

BEDU

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Mathematical creative thinking and problem-solving skills are essential for success in the 21st century. The present study investigated 43 special education teacher candidates' creative processes by examining their mathematical problem-solving skills and, later, by interviewing them. This qualitative case study revealed the creative process stages of the respondents while they worked on mathematical problems and examined how they achieved original ideas and strategies. The results showed that preservice teachers did not produce enough original solutions to an arithmetic mathematical problem. Teacher candidates and teachers play a vital role in developing students' creative thinking skills in the teaching process. For this reason, the results show that it is essential to create, develop, and use learning activities that support the creativity of teacher candidates.

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Who Can Teach the Mathematically Gifted? Characterizing and Preparing Mathematics Teachers of Highly Able Students at the Secondary Level

Cited by 4 publications

References 26 publications

Internal Persistence and External Support—What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?

Internal Persistence and External Support—What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?

Possible interactions with mathematically gifted students: Views of prospective teachers

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