Reaching precocious students in math

Abstract

This compilation study aims to evaluate the classroom experiences of students with advanced mathematical competence (precocious) through teacher observations. The researcher revealed the differences in practice and educational approaches regarding these students through unstructured interviews with eight mathematics teachers with various levels of experience. Some teachers do not evaluate these students as a separate group and even think that focusing on them may hinder the development of other students. On the other hand, some teachers exhibit positive approaches towards these students with differentiated teaching methods, enriched content and individualized learning opportunities. Observations show that students can remain in the background in the system under the name of “safe learning” without being able to use their potential. The study emphasizes that high-performing students should be included in teaching processes, assume leadership roles and be supported with individual projects, not only with their academic success. In addition, cooperation between teachers, resource sharing and harmony of teaching strategies also stand out as important needs. In this context, the article provides both a situation assessment and suggestions. It seems that more holistic and flexible approaches are needed to support students' academic potential and increase their motivation.