Pedagogy in Learning Mathematics Among Gifted Pupils: The article is intended to explore the teaching pedagogies in learning Mathematics, learning styles of gifted pupils, and best practices and challenges of teachers in teaching mathematics for gifted pupils.
The article covers a mixed method using a descriptive quanti-qualitative research design that used an iterative process of analyzing common themes and patterns from the class observations and responses of teachers in the interview. Frequency and percentage will also be employed to determine the preferred learning styles of the gifted pupils and teaching styles of teachers in mathematics.
Meanwhile, this will reveal that the common pedagogies in developing depth and complexity are:
-noting details,
-identifying traits,
-describing, comparing,
-contrasting and observing,
-presenting different perspectives such as word problems, pictures, charts, video, and smart TV programs
-asking probing questions,
-comparing and contrasting data,
-describing charts and pictures,
-differentiating situations from observations,
-proving with evidence and giving patterns and sequence to argue,
-summarize ideas to form rule or generalization.

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Teachers are to note that the common pedagogies in developing pace of learning are through:
giving clear instructions or directions;
paraphrasing instructions; start with highly motivating activities;
keeping and engaging pupils on mathematical task;
consistently reinforced learning with cooperation;
supports rules and procedures;
summarize lessons and focus on positive gains;
identify accomplished lesson goals;
prepared appropriate and readily accessible learning materials or instructional resources;

Some common pedagogies in developing interest are through using engaging and fun assessment strategies like Project-Based Learning and Inquiry Learning, engagement in the different activities thus, presenting the subject/concept, resources being used, and mode of evaluation. Integration of the math concept and applying it to pupils’ daily life activities. Also, using multiple resources such as videos, music, toys, and games, telling stories, invited resource guests, etc, and also changing the learning environment (bringing outside the classroom).

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There will always be a mismatch of the learning styles of pupils to teachers’ teaching styles in mathematics.
Moreover, some of the best practices of teachers in teaching mathematics for gifted pupils include the use of block modeling, collaborative and cooperative activities, explicit or direct teaching, giving math word problem, open-ended activity with open solutions while the challenges of teachers for gifted pupils are the presence of mathematically struggling pupils, unreceptive pupils to a given approach, existence of pupils’ different learning styles, testing of different teaching strategies and approaches, pupil mastery level is below 75% and no pedagogical model as a guide in teaching mathematics for gifted pupils.

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