Abstract

In the modern dynamic mathematics classroom environment teachers often meet with a variety of abilities. Finding a balance between helping students with difficulties in mathematics and keeping gifted children on the right track of development is not an easy task. Our study aims to develop an operational model for the identification and fostering of mathematically gifted students at the elementary school. It reflects seven years of experience in the teaching of challenging mathematics curriculum to Kindergarten through Grade 6 children having various levels of abilities. In our analysis of lessons we are going to discuss two questions: (1) How to interpret children's mathematical work in terms of mathematical giftedness? (2) What kind of didactical situations are favourable in order to foster mathematical abilities? In order to develop efficient teaching strategy for the gifted students, we developed a theoretical framework based on the "challenging situations" approach. On the basis of classroom observations and examples of students' solutions of challenging mathematical tasks, we discovered several characteristics of mathematical giftedness, such as mathematical precocity, thinking in concepts and relationships, high motivation and perseverance, systematic and reflective mind.