Teacher training that meets the needs of mathematically gifted learners

Abstract

In Africa, there is increasing evidence that progress being made in producing scientists, engineers and technologists is very slow. Yet, there is a total neglect of mathematically gifted students who have the potential to enter these careers. This is mainly due to teachers not receiving adequate training on education for gifted learners. This paper examines the necessity for and provision of suitable training for teachers who are required to teach gifted learners in mainstream classrooms. Using Gagné’s differentiated model of gifts and talents (Gagné, 2015), the paper shows how gifts might never translate into talents if teachers are not trained to effectively nurture such talent. The model further implies that gifted students are found in mainstream classrooms, suggesting that all teachers encounter gifted students in a similar way to that in which they encounter learners with learning difficulties. The paper proposes that all pre-service teachers should receive training in education for gifted learners. The paper concludes by suggesting four broad components of a programme for training teachers to teach gifted students: changing beliefs and attitudes, the nature and identification of gifted students, the differentiated curriculum, and the assessment of gifted learners.