Challenging Mathematically Gifted Middle Years Students: A Mastery Learning Model with adaptations for Gifted students
Studies reveal that although teachers are extensively in-serviced on how to differentiate the curriculum and instruction for gifted students, many fail to do so. This explanatory case study explores the classroom experiences, achievement, interest and engagement of five mathematically gifted students while participating in a differentiated mathematics program framed by Bloom’s Mastery Learning Model adapted for gifted students. Findings suggest positive outcomes in terms of achievement and attitudes. Hence, this study supports using Bloom’s Mastery Learning model to differentiate learning for gifted students enabling the effective use of data to guide ability and interest appropriate instruction.
Principal supervisor: A/Prof James J. Watters
Associate supervisor: A/Prof Beth Saggers