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Journal articles on the topic 'Mathematically gifted and talented'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Barger, Rita H. "Gifted, Talented, and High-Achieving." Teaching Children Mathematics 16, no. 3 (2009): 154–61. http://dx.doi.org/10.5951/tcm.16.3.0154.

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Connelly, Julianna. "Hungary and the United States: A Comparison of Gifted Education." Hungarian Cultural Studies 3 (January 1, 2010): 18–26. http://dx.doi.org/10.5195/ahea.2010.25.

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There is a lot that can be learned about a country based on the programs and provisions it has for mathematically talented students. While it is difficult to identify a single U.S. "program" or "approach" for gifted education, in general the trend is to put mathematically talented students through the standard mathematics sequence, just starting at an earlier age. In Hungary, on the other hand, the focus is on enrichment over acceleration. This paper explores how some very different historical, cultural, and political forces have shaped these two countries' different approaches to educating ma

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Gavin, M. Katherine, Tutita M. Casa, Jill L. Adelson, Susan R. Carroll, Linda Jensen Sheffield, and Ann Marie Spinelli. "Project M3: Mentoring Mathematical Minds—A Research-Based Curriculum for Talented Elementary Students." Journal of Advanced Academics 18, no. 4 (2007): 566–85. http://dx.doi.org/10.4219/jaa-2007-552.

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To date, there has been very little research-based mathematics curriculum for talented elementary students. Yet the gifted education and mathematics literature suggest support for curriculum that is both enriched and accelerated with a focus on developing conceptual understanding and mathematical thinking. Project M3: Mentoring Mathematical Minds is a 5-year Javits research grant project designed to create curriculum units with these essential elements for talented elementary students. These units combine exemplary teaching practices of gifted education with the content and process standards p

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Koshy, Valsa, Paul Ernest, and Ron Casey. "Mathematically gifted and talented learners: theory and practice." International Journal of Mathematical Education in Science and Technology 40, no. 2 (2009): 213–28. http://dx.doi.org/10.1080/00207390802566907.

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Colen, Yong S. "In My Opinion: A Call for Early Intervention for Mathematically Gifted Elementary Students: A Russian Model." Teaching Children Mathematics 13, no. 5 (2007): 280–84. http://dx.doi.org/10.5951/tcm.13.5.0280.

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In the July–August 2005 issue of the NCTM News Bulletin, Cathy Seeley, president of the National Council of Teachers of Mathematics at that time, affirmed that “students deserve, and society demands, that we also support and advance our most able students” (p. 3). This article supports her call by examining U.S. gifted programs for elementary students, the needs of mathematically talented students, and an advanced Russian mathematics lesson that demonstrates what is possible when precocious elementary students are provided an opportunity to think critically. For mathematically gifted elementar

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Usiskin, Zalman. "The Development Into the Mathematically Talented." Journal of Secondary Gifted Education 11, no. 3 (2000): 152–62. http://dx.doi.org/10.4219/jsge-2000-623.

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From some schools come many students very talented in certain areas, while from others come none. These results, far beyond what any statistical variability would explain, suggest that talent is developed to a greater extent than is popularly believed. Here we identify seven distinct levels of talent in mathematics and describe the enormous effort needed to move from any level to the next higher. The magnitude of effort and guidance required helps explain why most people view their own ability to reach higher levels of mathematical talent as unrealistic. We also point out that Srinivasa Ramanu

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Бончук Н. В. "ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ". International Journal of Innovative Technologies in Social Science, № 2(23) (28 лютого 2020): 16–24. http://dx.doi.org/10.31435/rsglobal_ijitss/28022020/6944.

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   The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specific

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Mason, Marguerite M., and Sara Delano Moore. "Assessing Readiness for Geometry in Mathematically Talented Middle School Students." Journal of Secondary Gifted Education 8, no. 3 (1997): 105–10. http://dx.doi.org/10.1177/1932202x9700800302.

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Mathematically talented middle grade students are traditionally served by beginning Algebra I (and the traditional pre-calculus sequence) in seventh, or even sixth, grade. They thus enroll in geometry early, with little attention paid to the fact that readiness for and success in algebra requires different skills and types of understanding than readiness for and success in geometry. Research about geometric understanding in regular and gifted students, as well as research predicting success in high school geometry classes, suggests that the decision to place mathematically talented students in

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Mhlolo, Senzokuhle Velile, and Michael Mhlolo. "Support Given to the Gifted Learner: Lessons from Selected Primary Schools in South Africa and Zimbabwe." Advances in Social Sciences and Management 2, no. 11 (2024): 28–46. https://doi.org/10.63002/assm.211.634.

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There is a global discourse that positions talent as the ‘new oil’ that should underpin better functioning educational systems in any country in the 21st century. For this reason, the potential contribution of the mathematically gifted and talented to the global economy is becoming increasingly important. Yet in both the Zimbabwe and South African education systems there is a curious silence about the education of gifted children. This study investigated the extent to which the needs of mathematically gifted children are met in some selected Primary Schools. Gagné’s Differentiated Model of Gif

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Koshy, Valsa, and Ron Casey. "Actualizing Mathematical Promise: Possible contributing factors." Gifted Education International 20, no. 3 (2005): 293–305. http://dx.doi.org/10.1177/026142940502000305.

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The study reported in this paper is intended to highlight some factors which may contribute to the fulfillment of mathematical talent with special reference to pupils aged 10–11 within inner-city schools. The findings are based on the authors' experience of setting up and evaluating a Mathematics Enrichment Programme (MEP) over a period of 2 years. The context of this study, funded by the Department of Education and Skills within the Excellence in Cities initiative, is the on-going efforts of the British government to identify gifted pupils and make effective provision for them. The findings r

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Ayık, Zekai. "PRE-SERVICE TEACHERS’ CONCEPTIONS OF “BEING GIFTED” AND “BEING TALENTED”: A MULTIMODAL SEMIOTIC APPROACH." Problems of Education in the 21st Century 83, no. 2 (2025): 155–75. https://doi.org/10.33225/pec/25.83.155.

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Teachers’ conceptions of gifted and talented students significantly influence their nomination skills and teaching practices. However, research indicates that these conceptions are often incorrect or inconsistent, even among teachers who have completed coursework in gifted and talented education. This study aimed to explore pre-service teachers’ conceptions of “being gifted” and “being talented” using a qualitative case study research design with 35 participants. Data were collected using a multimodal instrument that allowed participants to express their mental representations through various

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Wei, Mengting, Qingyun Wang, Xiang Jiang, et al. "Directed Connectivity Analysis of the Brain Network in Mathematically Gifted Adolescents." Computational Intelligence and Neuroscience 2020 (August 28, 2020): 1–10. http://dx.doi.org/10.1155/2020/4209321.

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The neurocognitive characteristics of mathematically gifted adolescents are characterized by highly developed functional interactions between the right hemisphere and excellent cognitive control of the prefrontal cortex, enhanced frontoparietal cortex, and posterior parietal cortex. However, it is still unclear when and how these cortical interactions occur. In this paper, we used directional coherence analysis based on Granger causality to study the interactions between the frontal brain area and the posterior brain area in the mathematical frontoparietal network system during deductive reaso

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Greenes, Carole, and Suzanne Chapin. "Implementing the Professional Standards for Teaching Mathematics: Honing the Abilities of the Mathematically Promising." Mathematics Teacher 90, no. 7 (1997): 582–86. http://dx.doi.org/10.5951/mt.90.7.0582.

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As a consequence of concern that the Standards documents do not fully address the needs of gifted and talented students, the NCTM's Board of Directors appointed a task force in 1995 to consider curricular, pedagogical, and assessment issues related to the education of these students. Some of the questions raised in the 1996 report of the Task Force on the Mathematically Promising follow.

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Bicknell, Brenda. "Parental Roles in the Education of Mathematically Gifted and Talented Children." Gifted Child Today 37, no. 2 (2014): 83–93. http://dx.doi.org/10.1177/1076217513497576.

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Özdemir, Duygu. "Number Sense Conceptions of Gifted and Talented Preschool." Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi) 3, no. 2 (2019): 69–77. https://doi.org/10.46328/seat.v3i2.31.

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In mathematics education, number sense is a crucial concept that develops core ideas for mathematics. Moreover, it has another important dimension that number sense shape and predict the preschoolers’ mathematical understanding in the future. The fact that gifted students are the ones can have a differentiated and higher level of number sense conceptions even if in their early ages, revealing this differentiation can be a necessity to understand their comprehension. Hence, the purpose of this case study is to assess the conceptions of gifted and talented preschool students in the domain of num

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Kamarulzaman, Mohd Hasrul, Mohd Fadzil Kamarudin, Mohd Saifun Aznin Mohd Sharif, Muhammad Zaim Esrati, Muhammad Zaim Esrati, and Rorlinda Yusof. "Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students." Journal of Education and e-Learning Research 9, no. 4 (2022): 269–77. http://dx.doi.org/10.20448/jeelr.v9i4.4253.

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The aim of this study is to examine if differentiated instruction benefits the mathematical thinking process of gifted and talented students in Malaysia. Differentiated instruction is a student-centered technique in which instructors act as facilitators. It is doubtful, however, if differentiated instruction has a beneficial effect on the overall process of mathematical thinking. A disciplined approach to learning mathematics is deemed essential. In this study, a questionnaire was designed to assess students' motivation towards learning using differentiated instruction in mathematics, and a ma

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Patmawati, Hetty, Turmudi, and Sufyani Prabawanto. "Mathematical thinking process based on student IQ test results and talented mathematical." Journal of Physics: Conference Series 2279, no. 1 (2022): 012011. http://dx.doi.org/10.1088/1742-6596/2279/1/012011.

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Abstract This study aims to determine how the students’ mathematical thinking processes are evaluated from the IQ test results and mathematical giftedness. Each student has his level of intelligence and talent in learning science, including mathematics. Until now, mathematics is considered a difficult subject to learn, including at the Elementary School level. However, there are elementary school students who have more advantages and have the talent to study and solve mathematical problems. The purpose of this research is to find out how the mathematical thinking ability of gifted elementary s

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Liao, Chao-Chun, Ching-Chih Kuo, Chin-Hsueh Chen, and Chien-Chi Chu. "Overexcitability and Perfectionism: A Comparative Study of Mathematically and Scientifically Talented, Verbally Talented, and Regular Students." Education Sciences 15, no. 3 (2025): 392. https://doi.org/10.3390/educsci15030392.

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High school students face critical psychological challenges during adolescence, including academic pressures and educational decision-making. Dabrowski’s Theory of Positive Disintegration provides a framework for understanding growth through disintegration and reintegration, with perfectionistic traits acting as intrinsic motivators for self-improvement. This study examined the psychological profiles of 641 Taiwanese high school students: 207 mathematically and scientifically talented students (MSTS), 187 verbally talented students (VTS), and 247 regular students (RS). Using the ME III, refine

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Kettler, Todd, and Marc Curliss. "Mathematical Acceleration in a Mixed-Ability Classroom." Gifted Child Today 26, no. 1 (2003): 52–55. http://dx.doi.org/10.4219/gct-2003-89.

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What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the nee

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Wenderlich-Pintal, Maja. "Milestones in the life course of distinguished mathematicians and mathematically gifted adolescents ." Men Disability Society 43, no. 1 (2019): 73–88. http://dx.doi.org/10.5604/01.3001.0013.3141.

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The paper presents the results of research on milestones (significant events, critical points, crystallizing experiments) in the course of life of outstanding mathematicians and mathematically talented adolescents. The work covers the period of approximately last 80 years. Four distinct group of mathematicians had received their education and pursed their scientific careers at that time: late, distinguished professors of mathematics, distinguished professors of mathematics who are still alive, PhD students and doctors of mathematical faculties, laureates of mathematical olympiads. The author’s

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Chamberlin, Scott A., and Sidney M. Moon. "Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians." Journal of Secondary Gifted Education 17, no. 1 (2005): 37–47. http://dx.doi.org/10.4219/jsge-2005-393.

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This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunities to develop creative and applied mathematical thinking; and (b) analyze students’ mathematical thinking when engaged in creative mathematical tasks, aiding in the identification of those students who are especially talented in domain-specific, mathematical creativity. The authors’ conclude that MEA

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Junge, Michael E., and Beverly J. Dretzke. "Mathematical Self-Efficacy Gender Differences In Gifted/Talented Adolescents." Gifted Child Quarterly 39, no. 1 (1995): 22–28. http://dx.doi.org/10.1177/001698629503900104.

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Gifted/talented high school students completed the Mathematical Self-Efficacy Scale, an instrument developed by Betz and Hackett (1983). Items in the scale asked the students to indicate their degree of confidence regarding successful completion of everyday mathematics tasks, number sequences, mathematics-based college courses, and mathematics problems. The mean self-efficacy ratings given on the items were analyzed for significant gender differences. Results indicated that mates had stronger self-efficacy expectations than females on more than one fourth of the items, whereas females reported

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Swiatek, Mary Ann, and Camilla Persson Benbow. "A 10-Year Longitudinal Follow-up of Participants in a Fast-Paced Mathematics Course." Journal for Research in Mathematics Education 22, no. 2 (1991): 138–50. http://dx.doi.org/10.5951/jresematheduc.22.2.0138.

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Students who participated in a fast-paced mathematics course for highly mathematically talented students were surveyed 10 years later, at approximately age 23. Areas considered were (a) undergraduate experience, (b) graduate experience, (c) attitudes toward mathematics and science, and (d) self-esteem. Participants attended more prestigious undergraduate colleges than did nonparticipants. Participants were more likely to attend graduate school than were nonparticipants; this finding stemmed from differences among females. Self-esteem ratings, although high for both groups, were found to be hig

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Norazlina Subani, Hadif Syahputra Syahizam, Akif Zafran Normanhisham, Farith Akhtar Rahmat, Akil Naeem Muslim, and Muhammad Adam Irfan Sharizan. "Gamification of Al-Khawarizmi Number Basis Module for Gifted and Talented Muslim Students." Malaysian Journal of Science Health & Technology 10, no. 2 (2024): 117–24. http://dx.doi.org/10.33102/mjosht.v10i2.395.

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There are a few bright and intelligent students who have a poor level of achievement in mathematics. They think that mathematics is a boring subject and not important in daily life. A special module named the Al-Khawarizmi Number Basis Module will be used as an intervention step for students who need this guidance and support to achieve excellence in mathematics, increase their level of understanding of professional mathematics, and give encouragement to Muslim students in cultivating a mathematical life. The main objective of this research is to develop a game card for gifted and talented Mus

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侯雅齡, 侯雅齡. "國中及高中數理資優學生學習投入之縱貫研究". 特殊教育學報 57, № 57 (2023): 037–69. http://dx.doi.org/10.53106/207455832023060057002.

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<p>本研究目的主要在了解國中數理資優生以及高中數理資優生在接受資優服務的歷程中學習投入的變化，並比較兩個學習階段學習投入發展的變化是否相同。研究對象為全國70所國中，共777位數理資優資源班學生，以及26所高中，共756位數理資優班學生。由七至九以及十至十二年級，每年蒐集一次資料，使用學習投入量表進行固定樣本三波次的追蹤調查。在資料分析部分，以潛在成長模式了解學習投入的直線發展的關係，以多群體潛在成長模式比較國中數理資優生與高中數理資優生在學習投入變化的差異，以及條件式潛在成長模式了解性別及補習對學習投入的影響。研究結果發現：(1)國中數理資優生學習投入呈現線性消退；(2)高中數理資優生學習投入未有顯著的趨勢變化；(3)兩群體在學習投入的成長模式未呈現恆等的現象；(4)有補習數理的國中數理資優生，學習投入的消退情形高於沒有補習數理的學生。但補習與否對於高中學生的學習投入並未有顯著的差異；(5)僅在十年級時，女數理資優生的學習投入顯著高於男生，其餘皆無顯著差異。最後本研究亦根據研究結果提出建議。</p> <p>&nbsp;</p><p>Purpose </p> <p> One of the characteristics of special education in Taiwan is t

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Wałachowska, Magdalena. "Developing the learner’s mathematical talents through school tutoring practice. Part 2: Case study." Special School LXXXV, no. 4 (2024): 279–92. https://doi.org/10.5604/01.3001.0054.9143.

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This article aims to present best practices in the education of mathematically gifted students, using a case study as an example. The second part of the article describes an individual case study, focusing on the subject, H. (22 years old), a mathematically gifted young woman. The report offers an opportunity to examine her educational path through selected public schools: primary and secondary, and to gain insights into the organisation of didactic work by teacher-tutors. The research material was collected using the critical literature analysis method, the case study method, and the followin

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Skarbek, Karolina. "Children with an inclination for mathematical giftedness in early primary school education." Special School LXXXII, no. 4 (2021): 280–96. http://dx.doi.org/10.5604/01.3001.0015.3941.

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This article presents a fragment of a much larger research project set up to monitor the educational path of children with an aptitude for mathematics at the very earliest stages of education. The study had a diagnostic character and involved 73 mathematically promising children, chosen out of 299 children examined throughout the course of a screening process carried out in the last stage of pre-school education. The research was conducted in a natural educational environment. The longitudinal study analysed pupils’ skills and mathematical knowledge, along with mental traits manifesting their

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Howley, Aimee, Edwina Pendarvis, and Melissa Gholson. "How Talented Students in a Rural School District Experience School Mathematics." Journal for the Education of the Gifted 29, no. 2 (2005): 123–60. http://dx.doi.org/10.1177/016235320502900202.

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This study examined the mathematics experiences of talented children in an impoverished rural school district located in a coal-mining area of Appalachia. Using interview methods, the researchers explored the children's ideas about the nature of mathematics, their perceptions of the mathematics instruction they received at school, and their engagement with mathematical ideas at home and in the community. Findings centering around 3 themes suggested that the children's experience was constrained by the presentation of mathematics as a discipline focused on calculation and bound by rules. Studen

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Samat, Faieza, and Eddie Shahril Ismail. "Meeting the Needs of Malaysian Mathematically Talented Students by An Enrichment Program: A Module For Primary School Students." Madrosatuna: Journal of Islamic Elementary School 4, no. 1 (2020): 27–35. http://dx.doi.org/10.21070/madrosatuna.v4i1.555.

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School holiday enrichment program annually organized by PERMATApintar National Gifted Centre was to uncover hidden talents in science and mathematics. Students in this program were grouped into different courses. In order to run the Introduction to Cryptology course for primary school students, a new module has been developed. This module has been implemented for the first time during the school holiday program in December 2017. Thus, this study aimed at determining mathematics achievement of 34 Malaysian primary school students in Introduction to Cryptology course. An examination consisting o

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Iordăchescu, Grigore-Dan. "Senad Bećirović and Edda Polz. Fostering giftedness. Challenges and opportunities. New York: Nova Science Publishers, 2021. Pp. i-xi, 1-234. ISBN: 978-1-53619-098-4." Journal of Linguistic and Intercultural Education 14, no. 2 (2021): 183–85. http://dx.doi.org/10.29302/jolie.2021.14.2.10.

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The book entitled Fostering giftedness. Challenges and opportunities provides a useful insight into the current challenges entailed in gifted education for all stakeholders with a vested interest in the development of gifted learners at the cognitive, emotional and physical levels. It consists of two main parts, a theoretical and an applied section, with the aim of enhancing educational practice. The first part, Chapters 1 through 13, offer a comprehensive theoretical framework, and provides an account of operational concepts beginning with the definitions and characteristics of gifted learner

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Joli, Nurul Suzaina, Norshahirah Mohamed Paid, Noorsyakina Simin, and Fairuz Adlidna Badrol Hissam. "CORRELATION BETWEEN SPATIAL INTELLIGENCE AND MATHEMATICS ACHIEVEMENT AMONG GIFTED STUDENTS: A STUDY AT THE NATIONAL UNIVERSITY OF MALAYSIA." International Journal of Modern Education 6, no. 22 (2024): 80–90. https://doi.org/10.35631/ijmoe.622007.

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Spatial intelligence is the ability to think and interpret visually, and it helps students in understanding mathematical concepts well and solving mathematical problems. High spatial intelligence is often associated with good performance in Mathematics. Previous studies focused on the relationship between spatial intelligence and Mathematics achievement in general and were only conducted on specific groups of students. Therefore, the purpose of this study is to measure the correlation between spatial intelligence and Mathematics achievement, particularly among gifted and talented students (PPB

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Trpin, Alenka. "Teaching Gifted Students in Mathematics: A Literature Review." International Journal of Childhood Education 5, no. 1 (2024): 1–13. http://dx.doi.org/10.33422/ijce.v5i1.498.

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Mathematics is a fundamental subject in primary and secondary education. It is also a subject that requires students to think deeply and to relate known facts to new concepts. In this subject, gifted students stand out for the variety of their questions, their thinking, and their problem-solving style. To support their intellectual growth, it is important to provide them with opportunities to develop their skills. This article presents a review of the literature on the education of gifted students in mathematics. It emphasises the importance of providing gifted students with opportunities to d

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David, Hanna. "Diagnosis of the gifted in Israel." Gifted Education International 30, no. 1 (2013): 87–90. http://dx.doi.org/10.1177/0261429413485393.

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Many parents of gifted, talented and high-ability children seek counseling in the belief that a diagnosis of their child as ‘gifted’ will solve the problems they and their child are encountering. In Israel, most children are screened for giftedness using the Szold examinations in grade 2 or 3 between the ages of 7 and 9 years. The Szold test screens for mathematical–logical and verbal abilities, but it does not screen for creativity. In the letter of ‘acceptance/rejection’, the only information given is whether or not the child is entitled to participate in the local program for the gifted. In

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Oh, Seoyoung. "Exploring gifted school students’ process-based assessment performance using GeoGebra: Focused on the quadratic curves." Korean School Mathematics Society 27, no. 2 (2024): 241–55. http://dx.doi.org/10.30807/ksms.2024.27.2.007.

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This study presented a case study of teaching and learning process-based assessment using GeoGebra for students at a gifted school. Process-based assessment can be very effective for gifted students in terms of creativity, which is one of the most important elements of gifted education. Nevertheless, the development of teaching and learning methods and materi- als including process-based assessment for gifted students have been still somewhat underdeveloped. The researcher con- ducted eight experimental lessons using GeoGebra centered on quadratic curves in the <Geometry> course for 79 s

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Kim, Younghyun, and Mangoo Park. "The Influences of Rational Decision-making-based Mathematics Gifted Education Program on Mathematical Beliefs of Mathematically Talented Elementary School Students - Focusing on Game Theory -." Korean Science Education Society for the Gifted 11, no. 2 (2019): 37–58. http://dx.doi.org/10.29306/jseg.2019.11.2.37.

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Lee, Libby. "Young Gifted Girls and Boys: Perspectives through the Lens of Gender." Contemporary Issues in Early Childhood 3, no. 3 (2002): 383–99. http://dx.doi.org/10.2304/ciec.2002.3.3.6.

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In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests. The research problem investigated in this artic

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Dimitriadis, Christos, and Jan Georgeson. "Provision for mathematically able children in primary schools: a review of practice five years after England dropped the gifted and talented initiative." Educational Review 70, no. 3 (2017): 358–80. http://dx.doi.org/10.1080/00131911.2017.1330252.

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Zilliox, Joseph T., and Shannon G. Lowrey. "Many Faces Have I." Mathematics Teaching in the Middle School 3, no. 3 (1997): 180–83. http://dx.doi.org/10.5951/mtms.3.3.0180.

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We have always attempted to involve as many people as possible-teachers, students, and classroom visitors-in making decisions about the content and process of learning mathematics in our sixth-grade class. In so doing, we have all learned together. While investigating properties of polygon and polyhedra, a challenge was posed to the class. The challenge appeared in Focus, a publication of the Mathematical Association of America (MM) (1994). A class of gifted and talented student in Maryland had constructed a large polyhedron with faces that measured thirteen inche to a side. The new letter con

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Alshahrni, Mohammed Masoud, and Nedhal Mofleh Al-Kawafeha. "Effectiveness of the Strategy of Thinking aloud in Developing the Ability to Solve Mathematical Problems among Gifted Students." International Journal for Talent Development 10, no. 2 (2019): 23–40. http://dx.doi.org/10.20428/ijtd.v10i2.1578.

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This study aimed to explore the effectiveness of using the strategy of thinking aloud in teaching mathematics, and developing the ability of solving mathematical problems among gifted fifth grade students in Makkah. The sample consisted of (53) gifted students in the fifth grade in Makkah, who were divided into two groups: a control group consisting of 26 students and an experimental one consisting of 27 students. The members of the experimental group were taught the unit of "applications of addition and subtraction", using the strategy of thinking aloud, while the same unit was taught to the

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Fadeyeva, Oksana V. "Pedagogical technologies for working with gifted students." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 21, no. 4 (2024): 5–22. https://doi.org/10.17673/vsgtu-pps.2024.4.1.

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Creating conditions that ensure the identification of gifted children with the subsequent development and realization of their potential is one of the priorities in modern educational conditions. The difficulty of solving these problems is largely due to the lack of uniform methods for identifying giftedness, as well as difficulties in organizing the educational process for such children. The pedagogical community agrees that the peculiarities of the intellectual development of talented students make it necessary to reach a qualitatively different level of teaching, which involves not just the

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Çakır, Aslı, and Hatice Akkoç. "Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom." Educational Studies in Mathematics 105, no. 1 (2020): 19–34. http://dx.doi.org/10.1007/s10649-020-09965-0.

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Repina, Evgenia Gennadievna. "Student Olympiad movement as a search tool and pedagogical work with gifted youth: principles, characteristics, experience." Samara Journal of Science 6, no. 3 (2017): 297–302. http://dx.doi.org/10.17816/snv201763308.

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The paper deals with the principles of organization of the Olympiad student movement in the Russian Federation, the author describes the purpose of the student contests in higher educational institutions of the country. The considered problem is solved in the process of identifying gifted students and pedagogical work with talented youth. The author describes benefits of student participation in the Olympiad movement, both for students and for institutions of higher education. The paper contains advantages and disadvantages of conducting these activities. The emphasis is on the features of Rus

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Çakır, Aslı, and Hatice Akkoç. "Correction to: Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom." Educational Studies in Mathematics 105, no. 3 (2020): 433. http://dx.doi.org/10.1007/s10649-020-10001-4.

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Sendova, Evgenia. "Where is the Error in my Solution? ─ a Talk with Oleg Mushkarov in Front of the White Board." Mathematics and Informatics LXIV, no. 3 (2021): 335–46. http://dx.doi.org/10.53656/math2021-3-7-kad.

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The article is dedicated to the 70th anniversary of Prof. Oleg Mushkarov – a full professor at the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences (IMI-BAS) and a corresponding member of BAS. Currently, he is the Head of the Analysis, Geometry and Topology Department and Deputy Director of IMI-BAS. His main research interests are in the areas of Complex Analysis, Complex Differential Geometry, and Twistor theory. Another important aspect of Oleg’s professional involvements is his work with mathematically gifted high school students. He himself benefited from the Bulgari

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Omerović, Maid, Sead Rešić, Ahmed Palića, and Tarik Bazdalić. "ROLE OF ADDITIONAL ACTIVITIES AND COMPETITION IN THE TEACHING OF MATHEMATICS." Journal Human Research in Rehabilitation 10, no. 1 (2020): 41–50. http://dx.doi.org/10.21554/hrr.042005.

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The development of science is essential when it comes to the development of society, while the mathematics necessary for the development of science. The fact that the children are all clearer, more capable and versatile, and their mathematical knowledge smaller and worse, motivated me to this research.How would our society be better you need to choose talented and creative young people who will represent the same company. One way of selecting children, and choosing the best are just competitions. In this work, attention will be focused on additional classes and competitions of teaching mathema

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Паатова, Мария Эдуардовна, Дана Зурабовна Хашхова, Ангелина Владимировна Деленьян, and Анна Анатольевна Меденцева. "FEATURES OF EXPRESSION OF SOCIAL AND PERSONAL VIABILITY BY GIFTED TEENAGERS." Вестник Адыгейского государственного университета, серия «Педагогика и психология», no. 1(293) (May 25, 2022): 56–66. http://dx.doi.org/10.53598/2410-3004-2022-1-293-56-66.

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Трансформация системы образования, построение новейших стратегий развития общества актуализировали проблемы обучения подрастающего поколения. На государственном уровне установлено обширное представление обучения равно как деятельности, сосредоточенной на развитии личности, формирование условий с целью их самоопределения, также социализации обучающихся на основе социокультурных, духовно-нравственных ценностей, установленных в российском обществе. В документах национальной образовательной инициативы «Наша новая школа» отмечено, что должна быть создана система поддержки талантливых детей. Одновре

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Kanapathy, Suganty, Nursakinah binti Mat Hazir, Hawa Aqilah binti Hamuzan, Premanarayani Menon, and You Huay Woon. "Gifted and Talented Students “Underachievement” and Intervention: A Case Study." European Journal of Education and Pedagogy 3, no. 5 (2022): 114–22. http://dx.doi.org/10.24018/ejedu.2022.3.5.453.

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Gifted and talented students are known as highly potential students, who always seek for challenging educational circle to ensure such students are able to make progress. Number of different reasons lead to gifted and talented students’ academic underachievement. Thus, there is a need to develop strategies for uplifting the underachieving gifted and talented students and the intervention plan. The intervention plan could differ from one gifted and talented student to another. This study examines gifted and talented students’ underachievement in Chemistry. In this study, both qualitative and qu

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Williams, David. "Gifted and Talented?" Creative Education 06, no. 07 (2015): 680–82. http://dx.doi.org/10.4236/ce.2015.67068.

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Teplov, Boris Mikhailovich. "Talented and gifted." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 99–105. http://dx.doi.org/10.51314/2073-2635-2014-4-99-105.

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Herewini, Leeana, Sarah-Jane Tiakiwai, and Laura Hawksworth. "Gifted and talented." Set: Research Information for Teachers, no. 2 (August 1, 2012): 41–48. http://dx.doi.org/10.18296/set.0381.

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