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dc.contributor.authorSimensen, Anita Movik
dc.contributor.authorOlsen, Mirjam Harkestad
dc.date.accessioned2024-02-01T10:23:52Z
dc.date.available2024-02-01T10:23:52Z
dc.date.issued2024-01-31
dc.description.abstractThis article examines gifted students’ (ages 13–16) groupwork on a rich task in mathematics. This study was conducted in Norway, which has an inclusive education system that does not allow fixed-ability grouping. The purpose of this study was to better understand how to cultivate mathematical learning opportunities for gifted learners in inclusive education systems. The analysis was conducted from a multimodal perspective, in which students’ coordination of speech, gestures, and artifact use was viewed as part of their learning process. The findings contribute to discussions on gifted students as a heterogeneous group. Moreover, our analysis illustrates how giftedness can be invisible, leading to unrealized potential and low achievement. We suggest that more attention be paid to teaching by adapting to gifted students’ individual needs, particularly if the intention is to provide high-quality learning opportunities for gifted students in inclusive settings.en_US
dc.identifier.citationSimensen AMS, Olsen MH. Gifted Students’ Actualization of a Rich Task’s Mathematical Potential When Working in Small Groups. Education Sciences. 2024;14(2)en_US
dc.identifier.cristinIDFRIDAID 2240630
dc.identifier.doihttps://doi.org/10.3390/educsci14020151
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/10037/32817
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.journalEducation Sciences
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleGifted Students’ Actualization of a Rich Task’s Mathematical Potential When Working in Small Groupsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)