Japan’s educational practices for mathematically gifted students

Basister, Michel P.; Kawai, Norimune

doi:10.1080/13603116.2017.1420252

Cited by 11 publications

(4 citation statements)

References 32 publications

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“…Open-ended questions are recommended when teaching mathematically gifted students as these questions challenge them, cover a range of possible answers and offer multiple possible solutions (Levenson et al, 2018). In a study by Basister and Kawai (2018), Japanese schools with mathematically gifted students were examined in detail to identify common features in their classrooms. The researchers' findings highlighted a common feature of these classrooms -the inclusion of open-ended tasks and questioning (Basister & Kawai, 2018).…”

Section: Teaching Mathematics For Gifted Studentsmentioning

confidence: 99%

“…In a study by Basister and Kawai (2018), Japanese schools with mathematically gifted students were examined in detail to identify common features in their classrooms. The researchers' findings highlighted a common feature of these classrooms -the inclusion of open-ended tasks and questioning (Basister & Kawai, 2018). This pedagogical approach is useful in meeting the specific needs of gifted students, as it fosters an environment rich in mathematical exploration.…”

Section: Teaching Mathematics For Gifted Studentsmentioning

confidence: 99%

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Teaching Gifted Students in Mathematics: A Literature Review

Trpin

2024

Int. J. Child. Educ.

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Mathematics is a fundamental subject in primary and secondary education. It is also a subject that requires students to think deeply and to relate known facts to new concepts. In this subject, gifted students stand out for the variety of their questions, their thinking, and their problem-solving style. To support their intellectual growth, it is important to provide them with opportunities to develop their skills. This article presents a review of the literature on the education of gifted students in mathematics. It emphasises the importance of providing gifted students with opportunities to develop their skills and reach their full potential. The article discusses different teaching methods such as cooperative learning and mathematical modelling, and tools such as GeoGebra. It highlights the need for a comprehensive approach to the education of gifted students, including identification procedures, specialised training for educators, and appropriate resources and support systems. The article also examines the challenges and barriers faced by gifted students and argues for prioritising their education. The aim of the article is to explore and present best practices and recommendations for working with gifted students in mathematics. Therefore, the purpose of this study is to address the educational options for gifted and talented children and the modern tools that can be used for this purpose through a literature review.

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Section: Teaching Mathematics For Gifted Studentsmentioning

confidence: 99%

Section: Teaching Mathematics For Gifted Studentsmentioning

confidence: 99%

Teaching Gifted Students in Mathematics: A Literature Review

Trpin

2024

Int. J. Child. Educ.

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“…All teachers need professional development opportunities to help them develop their knowledge, skills, and practice. Collaboration provides teachers with an opportunity to develop their expertise and knowledge, allowing them to share and adjust their expectations of all students (Basister & Kawai, 2018). Teacher collaboration in the observed schools included cooperation between not only teachers and educators from the same school but also those from other schools in different areas.…”

Section: Teacher Collaborationmentioning

confidence: 99%

Science education practices for deaf and hard-of-hearing students in Indonesia

Atika,

Putranta,

Kawai

et al. 2023

Spec eduk i rehabilitacija

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Introduction. Traditionally, the curriculum for deaf learners mainly involved language acquisition at the expense of other academic subjects. Currently, their subjects also include other disciplines, like science, to enrich students' knowledge related to human life. Objective. This study aims to describe the implementation of school science practices and identifies the challenges in improving science education in special schools for deaf and hard-of-hearing (DHH) students as a guide for improving inclusive education of these students. Methods. The sample included four principals and six classroom science teachers from five DHH schools, using purposive sampling in the five schools that provide education for DHH students in three regencies of Regional V Banyumas, Central Java, Indonesia. Data were gathered through interviews, field observations, and artifacts. Results. The teachers use various teaching strategies and rely on visual and handson activities for DHH students. The schools provide sign language interpreters and speech-development programs as support for teachers and DHH students. All teachers need professional development in teaching collaboration opportunities to develop their expertise in teaching DHH students. The policy implementation, instructional strategies, resources, and teacher qualifications were found to be extrinsic factors. Conclusion. The teachers need support from the government to include them in relevant training programs and prepare teachers with special or inclusive education knowledge by adding courses in university-level education for all prospective teachers. The results are insightful for DHH students, science educators, and policymakers.

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“…This implies that knowledge and awareness about giftedness and gifted education among parents and other people alike is important in initiating advocacy efforts. If effectively implemented, advocacy campaigns can benefit different education stakeholders, and the development of giftedness among learners is more likely to be realized (Basister & Kawai, 2018). The lack of such awareness among people in Tanzania might have contributed to the lack of advocacy for inclusion of gifted learner’s educational needs.…”

Section: The State Of Gifted Education In Tanzaniamentioning

confidence: 99%

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Milinga

2021

Gifted Child Today

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Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

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Japan’s educational practices for mathematically gifted students

Cited by 11 publications

References 32 publications

Teaching Gifted Students in Mathematics: A Literature Review

Teaching Gifted Students in Mathematics: A Literature Review

Science education practices for deaf and hard-of-hearing students in Indonesia

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

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