Conocimientos del profesorado sobre las altas capacidades y el talento matemático desde una perspectiva inclusiva
Teacher’s knowledge about high capacities and mathematical talent are analyzed in this study, in order to articulate a more appropriate and inclusive educational response. To obtain data a previously validated questionnaire has been administered to 106 teachers, and we have conducted some interviews...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/18480 |
| Acceso en línea: | http://hdl.handle.net/10256/18480 |
| Access Level: | acceso abierto |
| Palabra clave: | Superdotats Gifted persons Educació especial Special education Atenció a la diversitat Educació inclusiva Inclusive education |
| Sumario: | Teacher’s knowledge about high capacities and mathematical talent are analyzed in this study, in order to articulate a more appropriate and inclusive educational response. To obtain data a previously validated questionnaire has been administered to 106 teachers, and we have conducted some interviews to experts. The results confirm a high degree of dispersion in the responses, a situation that affects the teachers’ ability to offer an inclusive educational intervention. To conclude, we offer several recommendations that should incorporate the current education system, to respond effectively to the educational needs of students with mathematical talent |
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