Alignment of a high-ranked PISA mathematics curriculum and theParallel Curriculumfor gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners?

Flow, Achievement Level, and Inquiry-Based Learning

“…Some science educators now prefer the terminology “practices of science” (POS) to refer to inquiry within their discipline (National Research Council, 2012), and there has been political pushback in some quarters to inquiry-based curricular frameworks such as the Common Core Standards (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) in the United States. Nonetheless, inquiry is recognized internationally as a desirable pedagogical approach (e.g., United Nations Educational, Scientific and Cultural Organization, 2008), and international comparisons of mathematics accomplishment overall show superior performance in jurisdictions with curricula geared toward inquiry (Irving, Oppong, & Shore, 2016). However, such assessments focus on cognitive achievement by individual learners.…”

Asynchronous Posting and Reading both Reflect Communities of Inquiry

“…Inquiry varies widely in the extent of student responsibility for posing questions, answering them, and evaluating the process and product (Aulls & Shore, 2008). In international comparisons of educational attainment, jurisdictions adapting such curricular approaches (versus "back to basics") are frequently ranked higher (Irving et al, 2016). Postsecondary initiatives have pursued similar pedagogical paths (e.g., Boyer Commission, 1998), but progress has lagged (Boyer Commission, 2001;Prince, 2004).…”

Context Matters in Gifted Education

“…Inquiry-based instruction is based on social-constructivism [29,38,39]; gifted learners thrive in inquiry [40]. Systems that implemented inquiry curricula rank high in international comparisons of achievement [3]. Through interests, inquiry engages motivational and cognitive properties of expertise.…”

“…Decades of publications have shown the educational value for gifted learners of curricula that incorporate student interests, individual and small-group investigations, and other inquiry-based approaches. However, in international comparisons, these are in general curricula in the highest performing general school curricula [3]. Just five practices from the 101 in Recommended Practices in Gifted Education [54] might be uniquely applicable in gifted education: acceleration, some career education, program organization addressing certain socio-affective outcomes, ability grouping, and using high-and abovelevel curricular materials [71].…”

“…To explore these particular applications is beyond the scope of this article, but indeed the research reported has emerged from within its own context. In the bibliography are several works that are especially sensitive to this reality (e.g., [1][2][3][4]). Indeed, context matters.…”