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dc.contributor.authorHammer Smedsrud, Jørgen
dc.contributor.authorNordahl-Hansen, Anders
dc.contributor.authorIdsøe, Ella
dc.date.accessioned2022-05-31T07:22:30Z
dc.date.available2022-05-31T07:22:30Z
dc.date.created2022-05-30T09:56:47Z
dc.date.issued2022
dc.identifier.citationFrontiers in Psychology. 2022, 13, Artikkel 876350.en_US
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/11250/2996951
dc.description.abstractCompetent 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 effect whether they are able to challenge and identify students who are gifted in mathematics.en_US
dc.language.isoengen_US
dc.publisherFrontiers Media S.A.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectmathematically gifteden_US
dc.subjectgifted studentsen_US
dc.subjectteaching competenceen_US
dc.subjectmathematical creativityen_US
dc.subjectboredomen_US
dc.titleMathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 Smedsrud, Nordahl-Hansen and Idsøe.en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.volume13en_US
dc.source.journalFrontiers in Psychologyen_US
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2022.876350
dc.identifier.cristin2028013
dc.source.articlenumber876350en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal