Teaching Mathematically Promising Students: Insights from Classroom Practice

Authors

Alenka Lipovec
University of Maribor, Faculty of Education
https://orcid.org/0000-0002-3667-5435
Jasmina Ferme
University of Maribor, Faculty of Natural Sciences and Mathematics
https://orcid.org/0000-0003-1584-9130

Synopsis

This chapter explores how future primary school teachers engage with mathematically promising students. The study analysed 40 records from student teachers’ practical training, focusing on their experiences working with at least one mathematically promising pupil. The findings highlight key characteristics of mathematically promising students, including their proficiency in mathematical operations, ability to handle complex tasks, and intrinsic motivation. Future teachers employed a range of approaches, such as personalized teaching, supplementary activities, and problem-solving tasks. While many future teachers recognized the need for adaptive strategies, only half engaged students in problem-based or divergent thinking tasks. This limited use of advanced pedagogical methods indicates a need for further training to enhance instructional practices for mathematically promising students. These findings contribute to understanding the challenges and opportunities in educating mathematically gifted learners.

Author Biographies

Alenka Lipovec, University of Maribor, Faculty of Education

Alenka Lipovec, PhD, is a full professor of mathematics education at the Faculty of Education and the Faculty of Natural Sciences and Mathematics at the University of Maribor. Her research interests include the early development of mathematical concepts, parental involvement in education, and the meaningful integration of technology into teaching and learning processes. She has contributed to projects such as SETCOM, which focuses on supporting environments for the promotion of transversal competences in education. Additionally, she has been involved in initiatives like the renewal of educational programs through the updating of key curriculum documents. Her work emphasizes the importance of developing a mathematical identity among teachers and effectively utilizing technology in mathematics education.

Maribor, Slovenia. E-mail: alenka.lipovec@um.si

Jasmina Ferme, University of Maribor, Faculty of Natural Sciences and Mathematics

Jasmina Ferme, PhD, is an assistant professor of mathematics and teaching assistent of mathematics education at he Faculty of Education at the Unviersity of Maribor. Her research focuses on didactics of mathematics and graph theory. In the field of mathematics education, she has explored topics such as mathematics homework, mathematical word problems, and the integration of technology into teaching and learning. Additionally, she investigates fundamental mathematical concepts from a teaching and learning perspective, such as division.

Maribor, Slovenia. E-mail: jasmina.ferme1@um.si

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Volume

Selected Contemporary Research on Special Needs, Giftedness, and Talent in Slovenia

Pages

163-180

Published

June 13, 2025

Categories

Copyright (c) 2025 University of Maribor, University of Maribor Press

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Lipovec, A., & Ferme, J. (2025). Teaching Mathematically Promising Students: Insights from Classroom Practice. In B. Kovačič (Ed.), Selected Contemporary Research on Special Needs, Giftedness, and Talent in Slovenia (pp. 163-180). University of Maribor Press. https://press.um.si/index.php/ump/catalog/book/976/chapter/648