Experiences of Gifted Mathematics Students in Mainstream Classrooms
DOI:
https://doi.org/10.62695/RNUL7154Keywords:
Inclusion, Gifted, Mathematics, Student-centred, Active learning, DifferentiationAbstract
The purpose of this study was to investigate the daily educational experiences of gifted mathematics students in mainstream classrooms in Malta. Gifted students have their own special educational needs, mostly the need to be provided with an intellectually challenging environment commensurate with their abilities. However, little is known about whether the intellectual needs of gifted students are met in Maltese mainstream classrooms. Online interviews were conducted with 9 gifted mathematics students in Year 8 and Year 9 attending various schools in Malta. Thematic analysis was used to analyse the data. The findings of this study indicate that the experiences of gifted mathematics students are enhanced when they are actively involved in learning. Secondly, it appears that participants lack relevant and meaningful experiences, and a challenging learning environment. Finally, evidence suggests that differentiated teaching strategies are underutilised or not appropriately implemented, resulting in participants having excessive extra time at hand. This study highlights the need for the teaching of mathematics to move away from a whole-class approach. Thus, it is suggested that both on a national level and at a school level there is commitment to provide training for educators on student-centred approaches that include active learning and differentiation.
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