• 沒有找到結果。

Design Rationale and Implementation of Summer Gifted Programs for Mathematically Gifted Students

在文檔中 版權 (頁 144-149)

Vote of Thanks

13. Design Rationale and Implementation of Summer Gifted Programs for Mathematically Gifted Students

KWAN Cheuk-kuen, Anderson

Associate Member, Centre for Advancement in Inclusive and Special Education (CAISE), Faculty of Education, The

University of Hong Kong Oct 2018

andersonkwanck@gmail.com

Introduction

Hong Kong students often obtain sound results in international mathematics tests and surveys such as the OECD Programme for International Student Assessment (PISA) (Patton, 2011) and Trends in International Mathematics and Science Study (TIMSS) (Leung, 2009) respectively for many years before.

Also, it is always encountered by most math teachers that there are a few students in their math classes who could often learn different topics very quickly on their own pace even without teacher’s teaching and guidance. They could also do all questions on their own for any chapters especially for some harder problems even the chapter is newly taught.

Besides, those students would actively and regularly ask for some challenging questions or searching some harder problems

advance or to hold after-school advanced math courses for them to do or attend. The other common practice is that math teachers would nominate those students to join advanced math courses held by outside organizations. Those widely known organizations include the Hong Kong Academy for Gifted Education, the Center for the Development of the Gifted and Talented of Hong Kong University of Science and Technology, and the Program for Gifted and Talented offered by the Faculty of Education at Chinese University of Hong Kong, etc.

Besides, the Academy for the Talented of University of Hong Kong (https://aal.hku.hk/talented/about/membership-system) will invite academically elite students from nomination of top ranking students by selected secondary schools in Hong Kong and overseas.

Over the years, the demands for the gifted programs in Hong Kong such as talks, courses, courses, etc. have been eventually raising indeed. Many parents are willing to spend much money for their children to join gifted programs.

In 2013, the author and an associate professor of Faculty of Education at the University of Hong Kong jointly published a paper in Gifted and Talented International (GTI) which is a journal of the World Council for Gifted and Talented Children and the main focus of the paper was to mainly see the implementation of a summer gifted program the author held it

in 2012 and the analysis from participants’ feedbacks for the program. Besides, the paper also mentioned the current development of gifted education in Hong Kong.

In this paper, the author would also discuss the mathematically gifted education from different perspectives. He would raise some questions and reflections about mathematically gifted students first that most mathematics teachers or anyone who are interested in mathematically gifted education should concern. Then, he would have literature reviews about mathematically gifted education in response to the first three questions/reflections he raised. He would also share his own experiences of designing and implementing some gifted programs at HKU for mathematically gifted students in response to the last two ones. At last, the latest development of the gifted education in the world would also be mentioned as well.

It is expected that readers could have a clearer and more comprehensive picture of mathematically gifted education as well as get some insights respectively from the paper. It is, of course, welcome for readers to send their own experiences or other resources for nurturing mathematically gifted students to the author for ideas exchange or further discussion.

background of the courses for mathematically gifted students first so that readers may understand more why and how he would design and implement the courses in that way.

Anderson Cheuk-kuen Kwan is a part-time lecturer and

course designer of the summer gifted programs held by the Centre for Advancement in Inclusive and Special Education (CAISE) at Faculty of Education of HKU since 2013. Besides, he is also one of the founding members of the Special Interest Group of Gifted Education, Creativity and Talented Development (SIG-GECD) of CAISE at Faculty of Education of HKU which was launched in 2012.

Then, CAISE launched summer programs such as seminars, courses and workshops for primary and secondary gifted students since 2013 and also started to hold programs for kindergartens, parents as well as teachers since 2016 so that more and more people could also benefit from the programs.

For gifted summer courses, they covers a variety of subjects such as math, IT, business, affective education, languages and so on and course participants may learn the subject contexts beyond their normal school curriculum during the courses so that the course participants would widen their horizons in the course(s) they enroll. Additionally, the contexts of those courses not only satisfy course participants’ learning need and interests, but also give course participants more opportunities

to raise their communication skills, critical skills as well as interpersonal skills during participating the course activities.

Much research findings (Neihart, Pfeiffer, & Cross, 2015) also indicate that gifted students have social and emotional problems, therefore the captioned skills are very crucial to their better growth.

The main served groups for those courses would be for gifted students coming from Hong Kong, Macau as well as mainland China. If any students would like to enroll the gifted courses, they may find a nominator who is their school teacher, parents, etc. to download a form from CAISE’s website and fill out the form. In the form, a nominator must simply describe why the students are suitable for the course(s) they enroll with providing evidences.

In general, the aims of those programs for gifted students are as follows:

 To enhance course participants’ creativity, higher-order thinking skills, personal and social skills, and career and talent development

 To help course participants recognize problems and explore approaches to their solution

learners

 To help course participants appreciate individual differences and human diversity

(Adapted from the CAISE’s website:

https://caise1.wixsite.com/hku-caise-summer)

Questions or Reflections for Mathematically Gifted

在文檔中 版權 (頁 144-149)