Cargando…
Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study
Competent mathematics teachers who have knowledge of gifted students’ needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how Norwegian gifted students perceive their earlier teachers’ mathematical competency, as well as their reflect...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9189393/ https://www.ncbi.nlm.nih.gov/pubmed/35707664 http://dx.doi.org/10.3389/fpsyg.2022.876350 |
_version_ | 1784725578632396800 |
---|---|
author | Smedsrud, Jørgen Hammer Nordahl-Hansen, Anders Idsøe, Ella |
author_facet | Smedsrud, Jørgen Hammer Nordahl-Hansen, Anders Idsøe, Ella |
author_sort | Smedsrud, Jørgen Hammer |
collection | PubMed |
description | Competent mathematics teachers who have knowledge of gifted students’ needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how Norwegian gifted students perceive their earlier teachers’ mathematical competency, as well as their reflections about boredom in school. The data were collected through qualitative semistructured interviews with 11 mathematically gifted students who participated in accelerated classes throughout school. The informants ranged in age from 16 to 19 years and were asked about how they experienced their math classes, teachers, and social aspects. The results indicate that students view their teachers as having less mathematical knowledge in earlier school than in later years and that teachers’ mathematical knowledge might affect whether they are able to challenge and identify students who are gifted in mathematics. |
format | Online Article Text |
id | pubmed-9189393 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-91893932022-06-14 Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study Smedsrud, Jørgen Hammer Nordahl-Hansen, Anders Idsøe, Ella Front Psychol Psychology Competent mathematics teachers who have knowledge of gifted students’ needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how Norwegian gifted students perceive their earlier teachers’ mathematical competency, as well as their reflections about boredom in school. The data were collected through qualitative semistructured interviews with 11 mathematically gifted students who participated in accelerated classes throughout school. The informants ranged in age from 16 to 19 years and were asked about how they experienced their math classes, teachers, and social aspects. The results indicate that students view their teachers as having less mathematical knowledge in earlier school than in later years and that teachers’ mathematical knowledge might affect whether they are able to challenge and identify students who are gifted in mathematics. Frontiers Media S.A. 2022-05-30 /pmc/articles/PMC9189393/ /pubmed/35707664 http://dx.doi.org/10.3389/fpsyg.2022.876350 Text en Copyright © 2022 Smedsrud, Nordahl-Hansen and Idsøe. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Smedsrud, Jørgen Hammer Nordahl-Hansen, Anders Idsøe, Ella Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study |
title | Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study |
title_full | Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study |
title_fullStr | Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study |
title_full_unstemmed | Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study |
title_short | Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study |
title_sort | mathematically gifted students’ experience with their teachers’ mathematical competence and boredom in school: a qualitative interview study |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9189393/ https://www.ncbi.nlm.nih.gov/pubmed/35707664 http://dx.doi.org/10.3389/fpsyg.2022.876350 |
work_keys_str_mv | AT smedsrudjørgenhammer mathematicallygiftedstudentsexperiencewiththeirteachersmathematicalcompetenceandboredominschoolaqualitativeinterviewstudy AT nordahlhansenanders mathematicallygiftedstudentsexperiencewiththeirteachersmathematicalcompetenceandboredominschoolaqualitativeinterviewstudy AT idsøeella mathematicallygiftedstudentsexperiencewiththeirteachersmathematicalcompetenceandboredominschoolaqualitativeinterviewstudy |