Japan’s educational practices for mathematically gifted students

Bibliographic Data

ID12578331
AuthorsMichel P Basister (0000-0001-6327-8585, Hiroshima University, corresponding author), Norimune Kawai (0000-0003-4444-3025, Hiroshima University)
Year2018
Volume22
Issue11
Pages1213-1241
Publication date2018-01-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13603116.2017.1420252
OpenAlexW2783496439
LanguageEN
Citations received5
References cited39

This study documents the inclusive, deliberate, and unintended educational practices in Japan for mathematically gifted students. It also aims to identify various schools’ strengths and challenges in improving the mathematics education of these students. Case studies with multisite designs were undertaken in five middle schools selected using purposive sampling. Mathematics education practices – assessed in terms of assessment, mathematics instruction, support and interventions, and teachers’ collaboration – guided the data collection and analysis. The primary goal of this study was to describe current school practices and identify common strengths and challenges (including outlier practices across schools) which were valuable in generating conclusion regarding how certain practices might lead to different student and/or teacher outcomes

Best practice · Inclusion (mineral · Mathematics education · Nonprobability sampling · Pedagogy · Political science · Population · Sociology · Strengths and weaknesses · Disability Education and Employment · Education, Achievement, and Giftedness · Psychology · School Choice and Performance

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