High skills/gifting and mathematics teaching and learning
DOI:
https://doi.org/10.36311/2358-8845.2020.v7n2.p23Keywords:
Mathematics, Inclusive Education, Basic EducationAbstract
This text reports the results of a course conclusion work whose objective was to verify the impact of the “Student Tutorship” project on all participating students, in relation to the teaching and learning of Mathematics. The research took a qualitative approach and data collection was done through questionnaires. The project was carried out at a school in the state of Paraná. The project included 33 students, 13 of whom have High Skills/ Giftedness and 20 students of the 9th grade, with learning difficulties. Through the results it was possible to observe that the project minimized some problems that arose in the classroom and also contributed to the teaching and learning of Mathematics. Finally, it was noted that the “Student Tutoring” project brought benefits to students and also to teachers, stimulating socialization, interaction and also the development of talent from highly skilled students.
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Qualis Capes (2017-2020)
Education: B1
