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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876350/full |
| _version_ | 1817987826399051776 |
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| author | Jørgen Hammer Smedsrud Anders Nordahl-Hansen Ella Idsøe |
| author_facet | Jørgen Hammer Smedsrud Anders Nordahl-Hansen Ella Idsøe |
| author_sort | Jørgen Hammer Smedsrud |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-04-14T00:26:09Z |
| format | Article |
| id | doaj.art-0f77b0215a7e4839a4887ad6bf2434a9 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-14T00:26:09Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-0f77b0215a7e4839a4887ad6bf2434a92022-12-22T02:22:42ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-05-011310.3389/fpsyg.2022.876350876350Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview StudyJørgen Hammer Smedsrud0Anders Nordahl-Hansen1Ella Idsøe2Nordic Institute for Studies in Innovation, Research and Education, Oslo, NorwayDepartment of Education, ICT and Learning, Østfold University College, Halden, NorwayNorwegian Centre for Science Education, University of Oslo, Oslo, NorwayCompetent 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876350/fullmathematically giftedgifted studentsteaching competencemathematical creativityboredom |
| spellingShingle | Jørgen Hammer Smedsrud Anders Nordahl-Hansen Ella Idsøe Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study Frontiers in Psychology mathematically gifted gifted students teaching competence mathematical creativity boredom |
| 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 | mathematically gifted gifted students teaching competence mathematical creativity boredom |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876350/full |
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