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Gotowe bibliografie tematyczne / Mathematically gifted and talented

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Artykuły w czasopismach
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Gotowa bibliografia na temat „Mathematically gifted and talented”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Mathematically gifted and talented"

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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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Rozprawy doktorskie na temat "Mathematically gifted and talented"

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Tonneson, Virginia Caine. "Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154179.

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Parish, Linda Catherine. "Changing self-limiting mindsets of young mathematically gifted students to assist talent development." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/ed71136c49753521cdc7a1b8371cafdfcb546d685ea4889b630754c837a89bf3/4130916/Parish_2018_Changing_self_limiting_mindsets_of_young_mathematically.pdf.

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The aim of this study was to explore the impact of classroom teachers receiving professional learning about students who are mathematically gifted, but who may display self-limiting mindset tendencies. There has been an emerging emphasis on affective impacts in education in general (Duckworth & Gross, 2014; Dweck, 2015), and in mathematics learning specifically (Boaler, 2016; Williams, 2014), on nurturing positive, non-cognitive learner dispositions, or mindsets. However, there seems to be little research, and limited discussion in the literature, about the effect of mathematically gifted stud

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French, Brandon H. "TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING." UKnowledge, 2016. http://uknowledge.uky.edu/stem_etds/7.

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Technology has advanced greatly over the past few decades and the surge in the industry has impacted the workplace. As a result, K-12 education has worked to integrate 21st century skills into curriculum. Many times this is through STEM classes. This study examined the impact technology had on gifted and talented students’ achievement and creative construction. During a unit on Transformations, a control group received traditional instruction, while an experimental group received traditional instruction with an added technology component. A pre and posttest were given to both groups to measure

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Smith, Robbie. "Talented and Gifted." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/180.

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Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.

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Ng, Man-him, and 吳文謙. "Self-regulated learning strategies of mathematically gifted students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.

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Hurford, Leigh Hannah Margaret. "‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators." Thesis, University of Canterbury. Teacher Education, 2013. http://hdl.handle.net/10092/8670.

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The New Zealand Government recognises the importance of supporting all students in their learning to assist them to reach their full potential. This recognition is inclusive of gifted and talented students. Furthermore, boards of trustees, through their principal and staff, are required under the National Administration Guidelines, to demonstrate how they are catering for gifted and talented students. Notwithstanding this requirement, The Education Review Office (2008) report entitled Schools’ Provision for Gifted and Talented Students, confirms that a major challenge for school leadership

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Mallett, Daren G. "Challenging mathematically gifted middle years students: A mastery learning model." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/129872/2/Daren%20Mallett%20Thesis.pdf.

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Studies reveal that although teachers are extensively in-serviced on how to differentiate the curriculum and instruction for gifted students, many fail to do so. This explanatory case study explored the classroom experiences, achievement, interest and engagement of five mathematically gifted students while participating in a differentiated mathematics program framed by Bloom’s Mastery Learning Model adapted for gifted students. Findings suggested positive outcomes in terms of achievement and attitudes. Hence, this study supports using Bloom’s Mastery Learning model to differentiate learning fo

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Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.

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Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The seco

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Olthouse, Jill M. "Talented Young Writers' Relationships with Writing." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289939724.

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Książki na temat "Mathematically gifted and talented"

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Kerr, Barbara. Gifted and Talented Education. SAGE Publications Ltd, 2014. http://dx.doi.org/10.4135/9781473915503.

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Sarina, Simon, and Dichter Susan, eds. The gifted & talented catalogue. Price Stern Sloan, 1988.

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Kreger, Silverman Linda, and Baska Leland, eds. Counseling the gifted and talented. Love Pub. Co., 1993.

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Montgomery, Diane, ed. Able, Gifted and Talented Underachievers. John Wiley & Sons Ltd., 2009. http://dx.doi.org/10.1002/9780470741252.

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Davis, Gary A. Education ofthe gifted and talented. 2nd ed. Prentice Hall, 1989.

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Diane, Montgomery, ed. Gifted, talented, and able underachievers. 2nd ed. Wiley, 2008.

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Levy, Susan. Mathematical investigations (Gifted & talented children's course). Ready-Ed Publications, 1996.

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Lowson, Kylie. Mathematical problem solving (Gifted & talented children's course). Ready-Ed Publications, 1996.

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VOGELI, Bruce R. Special Secondary Schools for the Mathematically Talented: An International Panorama. World Scientific Publishing Co Pte Ltd, 2015.

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Special secondary schools for the mathematically and scientifically talented: An international panorama. World Scientific, 2015.

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Części książek na temat "Mathematically gifted and talented"

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Cho, Seokhee, Marcella Mandracchia, and Jenny Yang. "Nurturing Mathematical Talents of Young Mathematically Gifted English Language Learners." In Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_38.

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Cho, Seokhee, Marcella Mandracchia, and Jenny Yang. "Nurturing Mathematical Talents of Young Mathematically Gifted English Language Learners." In Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_38-1.

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Cho, Seokhee, Marcella Mandracchia, and Jenny Yang. "Nurturing Mathematical Talents of Young Mathematically Gifted English Language Learners." In Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_38.

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Assouline, Susan G., and Ann Lupkowski-Shoplik. "Teaching Mathematically Talented Students." In Developing Math Talent, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234128-8.

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Scott, Kathleen Scaler. "Gifted and Talented." In Fluency Plus. Routledge, 2024. http://dx.doi.org/10.4324/9781003524199-11.

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Parker, Megan. "Gifted and Talented Children." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1250.

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Westwood, Peter. "Gifted and talented students." In Commonsense Methods for Children with Special Needs and Disabilities. Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-6.

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Westwood, Peter. "Gifted and talented students." In Commonsense Methods for Students with Special Needs and Disabilities, 9th ed. Routledge, 2025. https://doi.org/10.4324/9781003598671-7.

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Rambo-Hernandez, Karen E. "Developing Mathematical Talent." In Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-19.

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Ko, Eun-Sung, and Kyeong Hwa Lee. "Are Mathematically Talented Elementary Students also Talented in Statistics?" In The Elements of Creativity and Giftedness in Mathematics. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-439-3_3.

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Streszczenia konferencji na temat "Mathematically gifted and talented"

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Venciuviene, Jurate. "DEVELOPING A MULTI-CRITERIA DECISION-MAKING MODEL FOR GIFTED AND TALENTED STUDENT IDENTIFICATION APPLYING THE ANALYTIC HIERARCHY PROCESS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1454.

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Kosheleva, Olga, and Vladik Kreinovich. "Gifted and Talented: With Others? Separately? Mathematical Analysis of the Problem." In SIGITE '24: The 25th Annual Conference on Information Technology Education. ACM, 2024. https://doi.org/10.1145/3686852.3686878.

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Wilson, Katherine. "Gifted and Talented Deserts: Measuring the Effects of Gifted and Talented Availability Using Synthetic Controls." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101996.

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Fatmawati and Suci Ramadhani. "Special Service for Gifted and Talented Students." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.004.

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Peters, Michelle. "Student Achievement, Gifted and Talented Status, and Postsecondary Readiness." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2112019.

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Peters, Michelle. "Student Achievement, Gifted and Talented Status, and Postsecondary Readiness." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2112019.

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Wilson, Katherine. "Which Students Benefit From New York City’s Gifted and Talented Program?" In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101982.

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Nadiah Lani, Nur. "The Effects of Enrichment Programme on Achievement of Gifted and Talented Students." In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.114.

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Desmet, Ophélie. "Do Teachers' Opinions of Gifted and Talented Students Affect Their Classroom Practices?" In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1584433.

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Shiau Wei, Chan, and Zaleha Ismail. "Contemporary issues on using information technology for mathematically gifted students." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132071.

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Raporty organizacyjne na temat "Mathematically gifted and talented"

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Thompson, Owen. Gifted & Talented Programs and Racial Segregation. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29546.

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Geoffrey Kocks, Geoffrey Kocks. Gifted Education and the Development of Mathematical Talent. Experiment, 2023. http://dx.doi.org/10.18258/51012.

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Bui, Sa, Steven Craig, and Scott Imberman. Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17089.

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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5276.

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an impor

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