Publication Date

2014

Abstract

This theoretical paper outlines the process of defining mathematical giftedness for a present study on how primary school teaching shapes the mindsets of children who are mathematically gifted. Mathematical giftedness is not a badge of honour or some special value attributed to a child who has achieved something exceptional. Mathematically gifted children possess unusually high natural aptitudes for understanding mathematical concepts, and subsequently differ substantively to their peers in the way they view, understand and learn mathematics.

Document Type

Open Access Conference Paper

Access Rights

Open Access

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