Strategies used by teachers for supporting mathematically gifted learners in ten selected high schools around Bloemfontein

Abstract

Most gifted learners in mathematics fall through the cracks of inclusive classrooms as they are taught by the same methods used to teach both average and slow learners. The needs of the gifted learners are often ignored as teachers believe that they can learn on their own without special programmes. Yet results from many longitudinal studies have confirmed beyond any reasonable doubt that mathematically gifted males and females become the critical human capital needed for driving modern day, conceptual economies. Teachers’ strategy is a key element for educators to provide proper learning instructions to gifted learners. However, in South Africa, teachers lamented that they had never received any training on how to deal with gifted learners. The purpose of this study was to investigate strategies which teachers in ten selected high schools around Bloemfontein, South Africa use when they support mathematically gifted learners in their inclusive classrooms. The researcher used mixed methods to collect information. Data were collected through questionnaires and semi-structured interviews. Nineteen teachers participated in the study. Quantitative data were collected by providing teachers with questionnaires followed by the collection of the qualitative data through semi-structured interviews. Further, ten teachers of these teachers were interviewed. The interviews focused on identifying gifted learners and strategies they used in their classrooms to support mathematically gifted learners. Teachers’ responses, from the questionnaires and semi-structured interviews were analysed and compared to establish patterns and themes. The study found that the prevalent strategy used by teachers to identify gifted learners has been that of tests associated with academic performance. The results also revealed that the most favoured strategy to group learners was the mixed-ability grouping. Though teachers felt they were adequately supporting gifted learners in their classrooms, the study revealed that gifted learners were not given activities that differ from their peers. The results acknowledged both teachers’ confidence and frustrations to teach mathematically gifted learners. Teachers felt that having gifted learners gives the opportunity to use them to help struggling learners. Obstacles preventing their efforts to support gifted learners in their classrooms include inadequate personal knowledge about gifted learners, departmental priorities of catering the needs of other learners and insufficient time to spend with gifted learners. The study concluded that even though teachers believed that offering gifted learners with challenging activities is important, they struggled to provide gifted learners in their classrooms with suitable challenging work. The researcher recommends that teachers be trained and developed in gifted education.