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4.4.10 Regular Classroom Teachers' Perception of Gifted Learners
The aim of this study is to examine the perception of regular classroom teachers towards the education of gifted learners. The participants of this study are high school mathematics teachers. Teacher responses were compared and contrasted to identify differences and patterns. Mixed method was used to collect data. The study found that teachers felt they were adequately enriching curriculum for gifted learners. However, in many cases, gifted learners were not given enrichment tasks that extended beyond those that were given to the entire class.
Author(s):
Jack Mathoga Marumo
marumojm@hotmail.com
Central University of Technology
South Africa
Jack Mathoga Marumo received a Bachelor’s of Science from the University of Free State. He is currently teaching Mathematics, Mathematical Literacy and Engineering Science at Motheo TVET College. In 2013 he enrolled at the Central University of Technology (CUT) and obtained his Post Graduate Certificate in Education (PGCE) with Cum-Laude. He remained with CUT to complete his Honours Degree in Education in 2014. He is currently a Masters Student focusing on the gifted learners in mathematics. He has presented his work at various conferences locally (SoTL 2015 – Bloemfontein), nationally (AMESA 2016 – Mpumalanga) and internationally (ICME 2016 – Germany).
Mike Mhlolo
mmhlolo@cut.ac.za
Central University of Technology
South Africa
Michael Kainose Mhlolo is an NRF Rated Researcher in Mathematics Education. Currently he works as the Assistant Dean - Research Innovation & Engagement in the Faculty of Humanities at the Central University of Technology - Free State SOUTH AFRICA. His current research interests are in understanding the education of Mathematically Gifted Students especially in contexts where proponents of inclusive education have placed such students in the regular classroom. Currently he leads an NRF funded research project on this topic.
