Conocimientos del profesorado sobre las altas capacidades y el talento matemático desde una perspectiva inclusiva
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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