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Teachers' Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom

Authors
  • Mellroth, Elisabet
Publication Date
Jan 01, 2021
Identifiers
DOI: 10.1080/00313831.2020.1716065
OAI: oai:DiVA.org:kau-76944
Source
DiVA - Academic Archive On-line
Keywords
Language
English
License
Green
External links

Abstract

Aiming to bring teachers' perspectives to research, teachers' (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals' acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils' learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms. / <p>Artikeln publicerad som manuskript i Mellroths (2018) doktorsavhandling: <em>Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom</em></p>

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