Abstract

The paper presents the findings of a case study focusing on the approaches of mathematics teachers towards gifted pupils in two types of educational settings at the primary school level – specifically, in regular heterogeneous classes and in classes with an extended mathematics curriculum. The aim of the study was to describe the supportive measures provided to these pupils within teaching, the challenges teachers face when educating gifted pupils, and the circumstances that influence their pedagogical practice in this context. The data were collected through qualitative research, employing a case study design. Semi-structured interviews with mathematics teachers were used as the method of data collection, and the data were analysed using open coding. The method of “card laying” contributed to the identification of key categories and themes recurring across different classroom contexts. The findings revealed that in the education of gifted pupils in mathematics, teachers encounter a wide range of challenges, from personal and didactic aspects of teaching to its organisation for these pupils. Although each teacher perceived the main challenge differently, they were all united by their effort to respond pedagogically as effectively as possible to the specific needs of these pupils. The findings highlight the need to strengthen teacher education in the field of gifted education, particularly through practice-oriented and reflective professional development that addresses teachers’ attitudes and belief systems.

Keywords

References

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