Teachers' Perceptions on Teaching Mathematically Gifted Students

Teacher colleges and universities play a crucial role in shaping the education of gifted students by training future educators. However, in South Africa, teachers do not receive specific training on how to teach gifted students. This lack of training may prevent them from recognizing the needs of gifted learners and adjusting the curriculum and teaching strategies to support their development.This study aimed to examine teachers' perceptions of teaching mathematically gifted students. A mixed-methods approach was employed, involving both qualitative and quantitative research. Data were collected from 116 Mathematics teachers using a questionnaire that included both closed and open-ended questions. The analysis was conducted in two phases: first, a quantitative examination of responses to closed-ended questions, followed by a qualitative analysis of open-ended responses.Findings indicate that most teachers possess limited knowledge about mathematically gifted students. Based on these results, the paper recommends that teacher training programs at higher education institutions include modules on educating mathematically gifted students. Furthermore, there is a need for qualitative research to explore the actual classroom practices during mathematics instruction.