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Empowering Pre-Service Teachers: Promoting Equity in Enhancing the Mathematical Potential of Gifted Elementary Students
Abstract
This study explores the feasibility of integrating problem-based learning (PBL) teaching strategy as a curriculum design model utilizing action research and analyzes its impact on pre-service teachers' curriculum design ability. The research found that the gradual presentation of the three examples can help students understand PBL's gifted mathematics curriculum model; the actual curriculum design review and practice can help students gain practical experience. After this course, the students significantly improved their understanding of the PBL teaching method, designed courses for gifted students in mathematics, taught confidence in gifted students, and showed interest in teaching them mathematics. However, students need to be strengthened and improved in learning sheet design and group teaching guidance for exploring problems.
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