Regular classroom teachers’ recognition and support of the creative potential of mildly gifted mathematics learners

Abstract

Post independent reforms in South Africa moved from separate education for the gifted learners to inclusive education in regular classrooms. A specific concern that has been totally ignored since then is whether or not the regular classroom would expand or limit the gifted child’s creativity. This study aimed at investigating the extent to which South African mathematics teachers recognised and supported the development of gifted students’ creative potential. Four teachers were each observed teaching over a week and the analysis focused on their representational fluency and how they responded to gifted students’ creative ideas. The results show that in 70% of the episodes teachers’ representations were either mathematically faulty or correct but with no further justification or explanation. In 63% of the micromoments students’ creative ideas were considered disruptive and were therefore not recognized. These results suggest that currently regular classrooms in South Africa might not be conducive to the development of the gifted students’ creative potential.