Exemplary teachers' knowledge of their mathematically talented students
Skywark, Vicki Marie
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To address the paucity of research on teachers of mathematically talented youth in advanced mathematics classes, six exemplary teachers were identified in a single metropolitan school district. Through a qualitative research design that utilized ethnographic methods, the study examined those teachers’ perceptions of mathematical talent, their perception of their role in talent development and its implications for practice, the classroom culture they created with their students, and the critical elements for mathematical talent development. Major findings for the exemplary teachers were strong beliefs that many students have mathematical talent potential, that teachers share the responsibility for talent development, that students must be willing to take intellectual risks in the mathematics classroom and develop self-regulation strategies in order to develop their mathematical talent. Implications of the findings are presented along with suggestions for school districts, teachers, students, and parents.