Smedsrud Jørgen Hammer, Nordahl-Hansen Anders, Idsøe Ella
Nordic Institute for Studies in Innovation, Research and Education, Oslo, Norway.
Department of Education, ICT and Learning, Østfold University College, Halden, Norway.
Front Psychol. 2022 May 30;13:876350. doi: 10.3389/fpsyg.2022.876350. eCollection 2022.
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.
有能力且了解资优学生需求的数学教师能够在数学方面对他们提出挑战，避免他们感到无聊以及可能出现成绩不佳的情况。这项回顾性研究探讨了挪威资优学生如何看待他们早期教师的数学能力，以及他们对学校无聊感的反思。数据是通过对11名在整个学校期间参加加速课程的数学资优学生进行定性半结构化访谈收集的。受访者年龄在16至19岁之间，被问及他们在数学课、教师以及社交方面的体验。结果表明，学生认为他们早期学校的教师比后期的教师数学知识更少，并且教师的数学知识可能会影响他们是否有能力挑战并识别出在数学方面有天赋的学生。
