Research On and Activities For Mathematically Gifted Students

Singer, Florence Mihaela; Sheffield, Linda Jensen; Freiman, Viktor; Brandl, Matthias

doi:10.1007/978-3-319-39450-3

Cited by 47 publications

(56 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hence, the perspective model can inspire further research and design activities for sharpening PD programs which prepare teachers for fostering underprivileged students' in their dynamic and still hidden potentials (Suh & Fulginiti, 2011). So this article can contribute on an empirical base to filling the design and research gap about fostering potentials as claimed by Singer et al (2016).…”

Section: Discussion and Limitationsmentioning

confidence: 90%

See 1 more Smart Citation

Mathematics Enrichment for All – Noticing and Enhancing Mathematical Potentials of Underprivileged Students as An Issue of Equity

Schnell

Prediger

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Whereas equity issues are mainly discussed with respect to students at risk, this article focuses on mathematical potentials of under-privileged students and therefore elaborates a wide, dynamic and participatory conceptualization of (sometimes still hidden) mathematical potentials. An extended research review theoretically and empirically grounds the presented approach for uncovering and enhancing (possibly underprivileged) students in design principles for the instructional design and the ways in which teachers notice students' and situations' potentials. Dual design research methodology on students' and teachers' level is adopted to develop whole class enrichment settings with rich tasks and empirically study the initiated processes. The empirical investigation of the classroom processes show that the chosen design principles can enhance the intended enrichment processes on the student side, but need to be strongly supported by teachers' expertise in noticing and fostering students. An important outcome is the perspective model for teachers' necessary diagnostic perspectives for noticing and enhancing the potentials. Consequences are formulated for professional development programs.

show abstract

Section: Discussion and Limitationsmentioning

confidence: 90%

“…overview in Leikin, 2011;Singer et al, 2016): Acceleration versus enrichment. Acceleration means learning mathematics in accelerated pace (mainly by taking special courses ahead of the normally scheduled year).…”

Section: General Modes Of Fostering Students With Potentialsmentioning

confidence: 99%

Mathematics Enrichment for All – Noticing and Enhancing Mathematical Potentials of Underprivileged Students as An Issue of Equity

Schnell

Prediger

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Since theories of giftedness no longer only focus on intelligence as a single factor [28], various conceptions of giftedness have arisen in the last few decades. Thus, as Singer et al state, "More research is needed on theoretical frameworks or models for explaining mathematical giftedness" [29] (p. 8). One of the major shortcomings of theory use in gifted education research is that connections, similarities, and differences of theories are rarely under investigation or made explicit.…”

Section: Discussionmentioning

confidence: 99%

Networking Theories on Giftedness—What We Can Learn from Synthesizing Renzulli’s Domain General and Krutetskii’s Mathematics-Specific Theory

Rott

2016

Education Sciences

View full text Add to dashboard Cite

Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli's domain-general theory on giftedness as an interplay of creativity, above-average ability, and task commitment; and Krutetskii's mathematics-specific theory on gifted students' abilities. In a "proof of concept", we illustrate how the abilities offered in Krutetskii's theory can be mapped to the three traits described by Renzulli. This is realized through a mapping process in which two raters independently mapped the abilities offered by Krutetskii to Renzulli's traits. The results of this mapping give first insights into (a) possible mappings of Krutetskii's abilities to Renzulli's traits and, thus, (b) a possible domain-specific specification of Renzulli's theory. This mapping hints at interesting potential phenomena: in Krutetskii's theory, above-average ability appears to be the trait that predominantly is addressed, whereas creativity and especially task-commitment seem less represented. Our mapping demonstrates what a mathematics-specific specification of Renzulli's theory can look like. Finally, we elaborate on the consequences of our findings, restrictions of our methodology, and on possible future research.

show abstract

“…For several decades, diverse models and definitions of talent have been proposed in the literature. Singer, Sheffield, Freiman and Brandl point out that most of those models and definitions describe talent as the potential to successfully perform a certain activity, and indicate that while a broad range of models of mathematical talent exist, they are still limited [1]. Research devoted specifically to defining mathematical talent emphasize three areas of study: (1) the characteristics of subjects with talent [2][3][4];…”

Section: Introductionmentioning

confidence: 99%

“…Research has demonstrated that developing creative thinking in mathematics is closely connected to the progress of society [15]. In schools, then, mathematical creativity should be included when developing mathematical talent to prepare students to be innovative and reflexive leaders in diverse fields of knowledge that can promote new methods and atypical perspectives in the evolution of science [1].…”

Section: Introductionmentioning

confidence: 99%

A Theoretical Model for the Development of Mathematical Talent through Mathematical Creativity

Vázquez

Fuentes

2020

Education Sciences

View full text Add to dashboard Cite

This study was conducted from a perspective that adopts a broad vision of mathematical talent, defined as the potential that a subject manifests when confronting certain types of tasks, in a successful way, that generate creative mathematical activity. To analyse this, our study proposes a Praxeological Model of Mathematical Talent based on the Anthropological Theory of Didactics and the notion of mathematical creativity, which defines four technological functions: (1) producing new techniques; (2) optimizing those techniques (3); considering tasks from diverse angles; and (4) adapting techniques. Using this model, this study analyses the creative mathematical activity of students aged 10–12 years displayed as they sought to solve a series of infinite succession tasks proposed to encourage the construction of generalization processes. The setting is a Mathematics Club (a talent-promoting institution). The evaluation of results shows that the Praxeological Model of Mathematical Talent allows the emergence and analysis of mathematical creativity and, therefore, encourages the development of mathematical talent.

show abstract

Research On and Activities For Mathematically Gifted Students

Abstract: The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Cited by 47 publications

References 23 publications

Mathematics Enrichment for All – Noticing and Enhancing Mathematical Potentials of Underprivileged Students as An Issue of Equity

Mathematics Enrichment for All – Noticing and Enhancing Mathematical Potentials of Underprivileged Students as An Issue of Equity

Networking Theories on Giftedness—What We Can Learn from Synthesizing Renzulli’s Domain General and Krutetskii’s Mathematics-Specific Theory

A Theoretical Model for the Development of Mathematical Talent through Mathematical Creativity

Contact Info

Product

Resources

About