Abstract
During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3–6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre- and post-journal, detailing what they expected to occur and then describing what occurred and how their initial expectations were altered. Further, no training was provided regarding gifted students or conceptions of giftedness in previous course-work. Researchers found that teachers broadened their view of giftedness, recognized the need to adapt instruction for gifted students, made efforts to align problem-solving tasks with gifted students' readiness and interests, realized the necessity of knowing students to differentiate instruction, and emphasized student-centered instruction. These results contribute to the promise of having preservice teachers engage in a field experience with gifted students to supplement discussions about gifted education in methods courses.
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