Teaching mathematically gifted students in secondary schools: A systematic literature review
Résumé
School performance studies such as PISA show that the proportion of pupils with very good mathematical skills has decreased significantly in Germany over the last 10 years (Reinhold et al., 2019). This may be related to inadequate or inappropriate support for mathematically gifted pupils. While there are many suggestions for mathematical support programs in the literature, often based on practical experience, the empirical evidence regarding relevant design features of support programs still seems to be limited (Leikin, 2021), especially at secondary level.
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