Gifted Students’ Experiences of Mathematics Education in Czech Schools: A Qualitative Study
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Resumo
This study examined the experiences of mathematically gifted students in mathematics education in Czech multi-year grammar and lower secondary schools, drawing on Self-Determination Theory (Ryan and Deci 2017). This area has received limited attention in existing research. Despite the prevalence of research focusing on teachers’ perspectives of gifted students, the voices of these students themselves have been largely overlooked (Gomez-Arizaga et al. 2020). The present study addresses this gap by emphasising students’ experiences through a qualitative design based on structured interviews with ten mathematically gifted students. The findings of the study indicated both differences and similarities between multi-year grammar school and lower secondary school students. Multi-year grammar school students appreciated structured lessons and often sought cognitive challenges. This suggests a clear preference for opportunities such as group work, flexible problem solving, competitions, and engaging tasks. In contrast, lower secondary school students frequently perceived the level of challenge as insufficient and reported a paucity of task differentiation. Furthermore, the pace of instruction was characterised as relatively slow, with a call for more interactive approaches incorporating games and technology. The findings of the study demonstrated that both groups exhibited characteristics of differentiation and individualisation; however, these characteristics appeared to be more constrained within the context of the lower secondary school. The results of the study highlight the importance of creating an educational environment that supports autonomy, competence, and engagement to foster the development of mathematical giftedness.
Dados da obra
- Tipo
- Artigo
- Periódico
- Open Education Studies, v. 8, n. 1, p. 433-446
- Editora
- De Gruyter
- Ano
- 2026 (2026-07)
- Idioma
- en
- Palavras-chave
- mathematically gifted students; mathematics education; experiences of students; multi-year grammar and lower secondary schools; qualitative research
- Temas
- Resolução de Problemas
- DOI
- 10.1515/edu-2025-0156
- ISSN
- 2544-7831
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
JANA, Veseláková. Gifted Students’ Experiences of Mathematics Education in Czech Schools: A Qualitative Study. Open Education Studies, v. 8, n. 1, p. 433-446, 2026. DOI: https://doi.org/10.1515/edu-2025-0156.
APA
Jana, V. (2026). Gifted Students’ Experiences of Mathematics Education in Czech Schools: A Qualitative Study. Open Education Studies, 8(1), 433-446. https://doi.org/10.1515/edu-2025-0156
BibTeX
@article{jana2026,
author = {Jana, Veseláková},
title = {Gifted Students’ Experiences of Mathematics Education in Czech Schools: A Qualitative Study},
year = {2026},
journal = {Open Education Studies},
volume = {8},
number = {1},
pages = {433-446},
publisher = {De Gruyter},
doi = {10.1515/edu-2025-0156},
language = {en}
}RIS
TY - JOUR AU - Jana, Veseláková TI - Gifted Students’ Experiences of Mathematics Education in Czech Schools: A Qualitative Study PY - 2026 JO - Open Education Studies VL - 8 IS - 1 SP - 433 EP - 446 DO - 10.1515/edu-2025-0156 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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