Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment

Phillipson, Sivanes; Callingham, Rosemary

doi:10.1007/978-1-4020-6162-2_33

Cited by 10 publications

(5 citation statements)

References 92 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers can raise the self-efficacy and ultimately the academic progress of students identified as gifted by providing a positive classroom environment and ensuring that students are motivated in addition to employing effective strategies (Zimmerman & Martinez-Pons, 1990). In gifted education, for example, self-efficacy can be invoked as part of an explanation of teenage girls’ lower beliefs about their own mathematics abilities even when they outperform boys in their classes (Phillipson & Callingham, 2009). Another new and important construct, namely, beliefs, has emerged as a point of overlap with SRL as addressed below.…”

Section: Literature Reviewmentioning

confidence: 99%

Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice

Oppong

Shore

Muis

2018

Gifted Child Quarterly

View full text Add to dashboard Cite

The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice

Oppong

Shore

Muis

2018

Gifted Child Quarterly

View full text Add to dashboard Cite

show abstract

“…Trying Out Acceleration for Mathematically Talented Fifth Graders M. Raine Maggio, MS 1 and Micheal Sayler, PhD 1 also play important roles (Phillipson & Callingham, 2009;Renzulli, 2004).…”

Section: Features "mentioning

confidence: 99%

Trying Out Acceleration for Mathematically Talented Fifth Graders

Sayler

2012

Gifted Child Today

View full text Add to dashboard Cite

Parents and schools often notice the need for addressing advanced mathematical performance in elementary students. Many gifted programs do not offer differentiated or accelerated mathematics as part of their elementary school options. In this report, the efforts of one school system to identify and serve the needs of highly mathematically able elementary students are reported. The process involved a multiple pilot program with increasing levels of involvement across the district over a 3-year period. Initially, a small group of students were allowed modest acceleration at one school. After each of the first 2 years, the identification and acceleration practices were refined. In the 3rd year, the program option was offered to students across the entire district.

show abstract

“…Besides, their problem solving capabilities, mathematical reasoning, and spatial abilities are different from that of their averageability peers. There is only a paucity of research concerning the impact on usage of information technology for mathematical gifted students [9][15] [17]. In addition, most of the previous studies were concentrated on general giftedness rather than domain-specific giftedness, notably mathematics subject.…”

Section: Mathematically Giftedmentioning

confidence: 99%

Contemporary issues on using information technology for mathematically gifted students

Wei

Ismail

2011

2011 IEEE International Symposium on IT in Medicine and Education

View full text Add to dashboard Cite

show abstract

Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment

Cited by 10 publications

References 92 publications

Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice

Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice

Trying Out Acceleration for Mathematically Talented Fifth Graders

Contemporary issues on using information technology for mathematically gifted students

Contact Info

Product

Resources

About