2019 WCGTC World Conference

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3.5.9 Primary School Principals' Support Toward Teaching and Learning of Gifted Learners in Inclusive Classrooms

In South Africa, gifted learners are currently found in regular classrooms. Good principals run efficient and disciplined schools, support their teachers, involve parents in the education of their children, and strive for their schools’ outstanding performance. This study examined the principals’ support of the teaching and learning of mathematically gifted learners. Twenty principals from selected primary schools were interviewed, and content analysis was used for their responses. The results show that principals support their teachers through conferences and departmental workshops. However, when enquiring further, we found that gifted learners’ needs were not addressed but rather neglected in regular classrooms.

Author(s):

Motshidisi Gertrude van Wyk
totvanwyk@gmail.com
Central University of Technology
South Africa

   

I have a 22 year experience of teaching Mathematics and Natural Science at different school phases. Currently I am a part-time lecturer of professional studies at Post Graduate Certification in Education level at Central university of Technology in South Africa. I am now doing research on Mathematical Giftedness at Masters’ level and I’m being supervised by Prof Mhlolo. The interest is driven by a global discourse that positions mathematical competence as the key to the welfare of a nation in a 21st century economy. My research exposure is being in South African SoTL, Prestige and MASSEE international Congress in Cyprus.

Michael Kainose Mhlolo
mmhlolo@cut.ac.za
Central University of Technology
South Africa

   

For the biography for the second author, see submission D13.

 



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