Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

Abstract

Schools in Norway often emphasize heterogeneous groups in education. The postulated negative effects of homogeneous ability groups on motivation and academic self-concept have long been debated. This study uses semi-structured interviews to investigate how a group of 11 accelerated and ability-grouped high-ability students (gifted) in math have experienced school. All students were interviewed individually. This study explores categories connected to the students’ motivation for the subject, challenges in school, peer and teacher relationships, and academic self-concept. The aim of the study is to investigate whether the school system is able to provide an adequate learning environment for high-ability students, both in ordinary class and in ability groups. The findings show that although some of the needs of high-ability students in Norway are being met, there is much work to be done before an optimal learning environment is established for these students. For example, students do not receive sufficient challenges in math. Furthermore, teachers in the early years of school lack sufficient mathematical knowledge to challenge and support mathematically gifted students, students’ motivation for the subject is lower than expected, and boys’ self-concept seems to be higher than that of girls.

An Investigation of the Measurement Estimation Strategies Used by Gifted Students

“…In the area of giftedness, resolving the diverse academic needs of students is one of the topics highlighted (Smedsrud, 2018). In this regard, the implementation of approaches that reveal the intellectual, innovative, and leadership capacity, rather than traditional…”

“…Teachers are required to have knowledge about the estimation ability and to design a teaching environment based on this information (Boz-Yaman & Bulut, 2017). In addition, it is clear that gifted students have different needs in mathematics education than their peers (Gutierrez et al, 2018;Hu, 2019;Smedsrud, 2018). Teacher competencies are an important factor in meeting these learning needs (Leikin et al, 2017).…”

An investigation of mathematical problem posing skills of gifted students

“…In recent years, the term 'giftedness' itself and meeting the academic needs of gifted students have drawn attention all around the world (Smedsrud, 2018). Giftedness can be defined as an extraordinary competence systematically developed in at least one field (Nolte, 2018).…”

“…These students expect the school provide them more challenging problems and tasks rather than restricted experiences. Besides, mathematically gifted students exhibit higher level of inductive thinking, logical reasoning and intrinsic motivation (Leikin, Leikin, Paz-Baruch, Waisman, & Lev, 2017b;Miller, 1990;Smedsrud, 2018).…”

The Processes of the Formation of a Gifted Person in Distant Districts of the Arctic: the Digital Age

“…Applied aspects of identifying extraordinary abilities of children are studied by such scientists as Vogelaar B, Calero M., Adelson J, Smedsrud J., and others. [7][8][9][10]. Important methodological issues related to an integrated approach to the problem of giftedness, taking into account its personal components, have been posed by AK.…”