Literature offers many different definitions of the concept of giftedness. One of the fields, which has influenced the selection of this topic, is the field of mathematical giftedness. The purpose of this master’s thesis is a quantitative research of the didactic dimension of mathematics lessons from the perspective of mathematically gifted pupils’ experience, needs and perceptions. Fifty-five pupils and students from the third cycle of three basic schools and from three different secondary schools were included in the research. Each participant has been identified as mathematically gifted. Using a survey questionnaire, the thesis explores the experiences of gifted pupils and students in mathematics class. Special interest was assigned to the use of internal teaching differentiation and the accompanying lesson adjustments for the gifted students. The survey has shown that the teachers adjust their lesson plans to some extent, while also using variety in forms and methods of teaching. The survey has also shown a lack of group work and use of other teaching accessories, such as models and computers. Students do not typically write reports or make projects in mathematics class. The students have said that they feel good in class and that they are willing to help their classmates. They have indicated that they miss additional, more mentally challenging tasks. The survey has also shown that mathematics lessons are rarely problem-oriented, which also contributes to a slightly less interesting lesson. Most mathematically gifted students have gained positive experiences, which can often be related to receiving good marks as well as other achievements.
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