Characteristics of Mathematical Giftedness in Early Primary School Age

Aßmus, Daniela

doi:10.1007/978-3-319-73156-8_6

Cited by 6 publications

(9 citation statements)

References 9 publications

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“…We find that mathematically gifted student can show multiple representations when they solve problems. This finding is in line with Assmuss (2018) view that the mathematically gifted student can easily relate different form of representation and use differently represented information for solving a problem.…”

Section: Inferringsupporting

confidence: 86%

Mental Acts of Mathematically Gifted Students When Solving Fractions Problems

Ikhwanudin¹

2021

RaJuPMat

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In the classroom, we will find various types of students with their special learning needs. One group of learners who have different learning needs are gifted students. The paper will focus on the study of mathematically gifted students. This research aims to obtain a description of the mathematically gifted students’ mental acts when solving fractions problems. The respondents were two students of the 7th graders in junior high school, in the West Java Province, Indonesia. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and interview. The data were analyzed by grounded theory with coding and constant comparison. The results show four types of mental acts, those are interpreting, explaining, problem-solving, and inferring. The results of this study can be made as one of didactic anticipation when teachers teach the concept of fractions to the mathematically gifted student. These findings are significant to be considered by the teacher when teaching the mathematically gifted student. Teachers should anticipate how students think when they teach gifted students. So that teachers and students can achieve optimal learning outcomes.

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Section: Inferringsupporting

confidence: 86%

Mental Acts of Mathematically Gifted Students When Solving Fractions Problems

Ikhwanudin¹

2021

RaJuPMat

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“…Bicknell (2008) and Kapnick (1998) found that children gifted in numeracy tend to be able to create symmetrical patterns, order objects as well remember and structure mathematical facts. v. Assmus (2016) reported that the children who are gifted, memorize mathematical issues by drawing on identified structures and also capture complex structures and work with them. vi.…”

Section: Discussionmentioning

confidence: 99%

Predictors of numeracy skills giftedness in young children: Perceptions of Botswana early childhood practitioners

Adedoyin¹,

Chisiyanwa²

2018

Afr Educ Res J

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Giftedness in numeracy skills in young children is a phenomenon that is not always visible and easily identifiable. However, these numeracy skills should be recognised in the early years of pre-school education for adequate enrichment on curriculum and pedagogy in teaching young children. Numeracy skills in young children at pre-schools involves the ability to apply mathematical concepts in all areas of life, understanding numbers, counting, solving number problems, measuring, sorting, noticing patterns, adding and subtracting numbers. This study investigated predictors that should be readily visible to notice in preschool children, who possess giftedness in numeracy skills. In order to establish these predictors, a questionnaire was administered to a random sample of one hundred (100) pre-school teachers from twenty (20) pre-schools in Gaborone. The questionnaire consisted of twenty five (25) items on four Likert scale (Strongly Disagree SD; Disagree D; Agree A; Strongly Agree SA). The pre-school teachers' responses were analysed using factor analysis (available on SPSS Computer package). The principle factor analysis with iteration and varimax rotation method was used to identify the main predictors of giftedness in numeracy skills of young children, and ten (10) factors emerged as predictors of numeracy giftedness in young children, which should have implications on the curriculum and pedagogy in teaching pre-school young children numeracy concepts.

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“…Building on these results, researchers such as Käpnick developed and empirically confirmed a characterization of mathematical giftedness towards the end of the primary school years, which necessarily sets a somewhat specific accent adapted to age (Käpnick, 1998). Based on this result, Assmus succeeded in elaborating in particular the cognitive characteristics of mathematical giftedness in the early primary school age range (Assmus, 2018). Considering the age group we are interested in, both studies and subsequent research can provide valuable clues for describing mathematical giftedness.…”

Section: Mathematical Giftedness and Mathematical Creativity In The Primary Gradesmentioning

confidence: 96%

“…Results on spatial ability were ambiguous in both the study by Käpnick (1998) and the study by Assmus (2018); in a different study, well-developed spatial ability proved to be a characteristic of mathematical giftedness (Berlinger, 2015).…”

Section: Mathematical Giftedness and Mathematical Creativity In The Primary Gradesmentioning

confidence: 98%

“…However, the empirical evidence for the described characteristics varies. While Assmus (2018) was able to demonstrate statistically significant differences in controlled group comparison studies regarding the first five characteristics, the traits listed in italics are based on investigations with small numbers of students and therefore can be generalized only to a limited extent. These studies thus provide only first indications that mathematically gifted primary school children also excel in mathematical creativity.…”

Section: Mathematical Giftedness and Mathematical Creativity In The Primary Gradesmentioning

confidence: 99%

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Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns

Aßmus

Fritzlar

2022

ZDM Mathematics Education

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Relationships between mathematical giftedness and mathematical creativity have been widely studied, but few studies are available for primary school age. For an investigation in this age group, it seems appropriate to use a content area that not only has high relevance for mathematics and special potentials for creativity, but also requires only a little knowledge and is easily accessible. We therefore investigated whether mathematically gifted primary school students differ from non-gifted ones in high creativity in dealing with mathematical patterns and structures. This question was explored in an interview study in which 24 third graders were asked to invent as many different figural patterns as possible, which enabled creative mathematical activity also by combining arithmetic and geometric aspects. A detailed qualitative analysis of the data revealed among other results several types of flexibility concerning the invention of patterns. The selection of students ensured that all participants performed well to very well in regular mathematics classes and that 14 of them could additionally be assumed to be mathematically gifted based on a specific test. This allowed a comparison of both subgroups. Results indicate a high correspondence between mathematical giftedness and mathematical creativity concerning the invention of figural patterns.

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Characteristics of Mathematical Giftedness in Early Primary School Age

Cited by 6 publications

References 9 publications

Mental Acts of Mathematically Gifted Students When Solving Fractions Problems

Mental Acts of Mathematically Gifted Students When Solving Fractions Problems

Predictors of numeracy skills giftedness in young children: Perceptions of Botswana early childhood practitioners

Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns

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