Parallel Session Proceedings »
2.1.7 Mathematics Teachers’ Knowledge on Grouping Strategies in Teaching Mathematically Gifted Learners
Grouping strategies is an educational method utilized to differentiate instruction in order to maximize learners’ talents. Although there are arguments about grouping strategies in teaching of gifted learners, it is unusual for teachers in South Africa and internationally to group learners in mathematics classrooms (Marumo & Mhlolo, 2017). South African teachers are confronted with a diversity of learners. Having a diverse group of learners means recognising that people are unique in their own way (Department of Basic Education, 2014; 3-6). Teachers are expected to be aware of what each individual learner, whether a struggling, an average learner, or a gifted learner needs and to plan instruction to take those needs into account (Troxclair, 2000). From this, teachers’ knowledge of grouping strategies in teaching Mathematically gifted learners needs to be investigated to provide support for both learners and educators. This study is braced by Bandura's social learning theory (Bandura, 1986) and Glass (2002) theory of the ability grouping. Guided by the literature review the following research questions were formulated. • How do teachers group learners in their mathematics class? • Which reasons do teachers have for their choice of grouping strategies? • How grouping strategies help mathematically gifted learners in class? This study adopted a qualitative and quantitative approach designed. A purposeful sampling was used to select forty-seven Mathematics teachers among teachers who attended the Association for Mathematics Education of South Africa (AMESA). A questionnaire with open and close-ended questions was used as an instrument to collect data for this study. The teachers' responses were quantitatively analysed according to the research question on grouping strategies used in teaching gifted learners. The responses to question 1 indicate that 27.7% of teachers grouped learners according to their abilities; 53.2% of teachers grouped learners according to mixed abilities; and 10.6% of teachers grouped learners according to other strategies. Furthermore, the teachers' responses were qualitatively analysed according to research questions. From the thematic analysis of open-ended question 2, 3, and 4, these research questions were used as predetermined categories and were further subdivided into several sub-categories. Teachers seemed not to be aware about grouping strategies in teaching gifted learners. In South Africa, teachers concurred that they had never received training on to support gifted learners (Oswald & de Villiers, 2013). In the findings of this study, we support that teacher training programms at High Education Institutions to consist of modules on teaching mathematically gifted learners.