Öz
Destekleyen Kurum
TÜBİTAK
Proje Numarası
118B121
Kaynakça
- Tyler-Wood, T. L., Mortenson, M., Putney, D., & Cass, M. A. (2000). An effective mathematics and science curriculum option for secondary gifted education. Roeper Review, 22(4). https://doi.org/10.1080/02783190009554050
Differentiating Mathematics for Gifted Children: A Professional Development Project for In-Service Teachers
Öz
Gifted children should receive an education that is appropriate to their potential, but the question is whether this is possible without a great deal of teacher competence. This project aims to increase the professional competence of mathematics teachers in gifted education. They were provided with training on the appropriate strategies for gifted students. In this study the knowledge and views of the teachers about the giftedness and the information used in gifted education is investigated. In the training process, seminars were provided regarding the teaching strategies used in gifted education, challenging mathematical tasks to be used to reveal and develop potential, and the differentiation of teaching with the help of technology. The participants of the study were 25 middle/high school in-service mathematics teachers from 17 provinces throughout the country. Teachers learned the teaching strategies for the gifted, and they provided enrichment using challenging mathematical tasks and technological tools.
Anahtar Kelimeler
Proje Numarası
118B121
Kaynakça
- Tyler-Wood, T. L., Mortenson, M., Putney, D., & Cass, M. A. (2000). An effective mathematics and science curriculum option for secondary gifted education. Roeper Review, 22(4). https://doi.org/10.1080/02783190009554050
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri (Diğer) |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | 118B121 |
| Erken Görünüm Tarihi | 13 Ekim 2023 |
| Yayımlanma Tarihi | 27 Ekim 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 8 Sayı: 4 |
Kaynak Göster
International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey
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