Challenging mathematically gifted middle years students: A mastery learning model
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Daren Mallett Thesis
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Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
Description
Studies reveal that although teachers are extensively in-serviced on how to differentiate the curriculum and instruction for gifted students, many fail to do so. This explanatory case study explored the classroom experiences, achievement, interest and engagement of five mathematically gifted students while participating in a differentiated mathematics program framed by Bloom’s Mastery Learning Model adapted for gifted students. Findings suggested positive outcomes in terms of achievement and attitudes. Hence, this study supports using Bloom’s Mastery Learning model to differentiate learning for gifted students, enabling the effective use of data to guide ability-, and interest-appropriate instruction.
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| ID Code: | 129872 |
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| Item Type: | QUT Thesis (PhD) |
| Supervisor: | Watters, Jim & Saggers, Beth |
| Keywords: | Mastery Learning, Gifted education, Differentiation, Mathematics, Assessment, Middle Years, Bloom, 21st century learning, pedagogy, Individualized instruction |
| DOI: | 10.5204/thesis.eprints.129872 |
| Institution: | Queensland University of Technology |
| Deposited On: | 18 Jun 2019 05:26 |
| Last Modified: | 09 Dec 2020 00:16 |
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