Who Can Teach the Mathematically Gifted? Characterizing and Preparing Mathematics Teachers of Highly Able Students at the Secondary Level

Bibliographic Data

ID15413192
AuthorsRonnie Karsenty (0000-0002-8269-5824, Weizmann Institute of Science, corresponding author)
Year2014
Volume29
Issue1-2
Pages161-174
Publication date2014-03-01
Open AccessNo
TypeARTICLE
VenueGifted and Talented International (JOURNAL)
Journal identifiersISSN: 1533-2276 • E-ISSN: 2470-9565
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15332276.2014.11678438
OpenAlexW2566437604
LanguageEN
References cited27

Teaching mathematically gifted students is a challenging pursuit, especially at the secondary level. However, characterizing teachers who can successfully meet this challenge has so far been scarcely addressed directly. In this paper, elements of the desired profile of such teachers are extracted from the general literature on mathematical giftedness. The difficulty to recruit and train teachers to satisfy this profile, resulting from the reality of severe shortages of mathematics teachers in many countries, is described. Findings are presented from a study on a unique 2-year training course for teachers of mathematically gifted and advanced students, including analyses of the prerequisites of the course, the syllabus and the profile of graduates. The findings point to a problem where compromises in entry requirements, made in light of shortage in suitable candidates, may limit the number of successful graduates even in comprehensive and carefully designed programs. Implications of these results for decision makers are discussed

Economic shortage · Geometry · Limit (mathematics · Mathematics education · Point (geometry · Syllabus · Computer Science · Education, Achievement, and Giftedness · Mathematics · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance

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