Results 151 to 160 of about 7,462 (202)

Visualisation and mathematical giftedness

Educational Studies in Mathematics, 1986
Recent research findings are described which uncover the fact that visualisers are seriously under-represented amongst high mathematical achievers at senior high school level. Possible reasons for this phenomenon are discussed, and kinds of imagery which overcome some of the limitations of visual processing in mathematics are described.
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A broadly based analysis of mathematical giftedness

Intelligence, 1990
Abstract This article addresses several questions raised by contemporary research on mathematical giftedness. Most issues are confronted empirically, based on a stratified random sample of 95,650 tenth-grade students and a highly select subsample of mathematically gifted individuals (boys N = 497, girls N = 508) drawn from this larger pool ...
David Lubinski, Lloyd G. Humphreys
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MATHEMATICAL GIFTEDNESS AND FAMILY RELATIONSHIP

European Journal of High Ability, 1994
Abstract From 1963 to 1971 about 2.8 million East German school children participated in nine nationwide mathematical competitions. The 1329 most successful participants were selected for further study. In 1970/71 and in two follow ups in 1983 and 1993, data on 23,000 relatives of these children were gathered.
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Entropy reduction in mathematical giftedness

2003
This paper deals with the elementary analysis of cognitive processes in mathematical problem solving for better diagnostics. The present experiment was designed to analyse the internal process and to localize the neural substrates involved in solving mathematical tasks, using EEG-coherence. The internal process is revealed by a sequence of microstates.
Werner Krause, Frank Heinrich
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Mathematical creativity and giftedness: perspectives in response

ZDM, 2017
The investigations described in the ten fascinating research studies contained in the current volume of ZDM Mathematics Education evoke some perspectives in response. I consider the articles thematically in relation to a suggested set of important or pressing questions about creativity and giftedness in mathematics education, grouped into four areas ...
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Mathematical Giftedness and Creativity in Primary Grades

2018
Creativity is often seen as a characteristic or a variety of content-specific giftedness, but also as an independent, more general kind of giftedness. In the first part of this article, we will discuss some key questions on mathematical giftedness, creativity and theoretical connections between the two constructs.
Daniela Assmus, Torsten Fritzlar
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Are Giftedness and Creativity Synonyms in Mathematics?

Journal of Secondary Gifted Education, 2005
At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, “creative” mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the converse is ...
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Psychological and Neuroscientific Perspectives on Mathematical Creativity and Giftedness

2016
Creativity and giftedness have long been linked together in the literature, particularly where giftedness is conceived, not in the analytically focused sense of schoolhouse giftedness (e.g. Renzulli 1978), but in the sense of creative-productive giftedness that emphasizes the generation and production of ideas.
David H. Cropley, Martin Westwell, Florence Gabriel   +2 more
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Giftedness and Flexibility on a Mathematical Set-Breaking Task

Gifted Child Quarterly, 1991
Accuracy, speed, flexibility, and metacognitive knowledge were studied in 19 school-identified gifted and 11 average ability 11-year-old students. The most intet-esting result was a significant three-way interaction among giftedness, speed, and flexibility, with metacognitive knowledge as the criterion.
Arlene Dover, Bruce M. Shore
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Valued Actions and Identities of Giftedness in a Mathematical Camp

International Journal of Science and Mathematics Education, 2019
This study follows a mathematical camp for high-school students identified as gifted, and examines it with a socio-cultural lens. Our goal is to examine the identities of students in the camp and the valued actions according to which these identities were authored, both by the students and by their instructors.
Einat Heyd-Metzuyanim, Rachel Hess-Green
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