PDF(Pubmed)
Abstract：
Competent mathematics teachers who have knowledge of gifted students\' needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how Norwegian gifted students perceive their earlier teachers\' mathematical competency, as well as their reflections about boredom in school. The data were collected through qualitative semistructured interviews with 11 mathematically gifted students who participated in accelerated classes throughout school. The informants ranged in age from 16 to 19 years and were asked about how they experienced their math classes, teachers, and social aspects. The results indicate that students view their teachers as having less mathematical knowledge in earlier school than in later years and that teachers\' mathematical knowledge might affect whether they are able to challenge and identify students who are gifted in mathematics.
摘要：
有能力的数学老师谁知道有天赋的学生的需求可以挑战他们在数学和防止无聊和可能的成绩不佳。这项回顾性研究探讨了挪威有天赋的学生如何看待他们早期教师的数学能力，以及他们对学校无聊的反思。数据是通过对11名数学有天赋的学生的定性半结构化访谈收集的，这些学生在整个学校都参加了加速课程。举报人的年龄从16岁到19岁不等，被问及他们是如何体验数学课的，教师,和社会方面。结果表明，学生认为他们的老师在早期学校的数学知识少于晚年，并且教师的数学知识可能会影响他们是否能够挑战和识别有数学天赋的学生。
