Mathematical Abilities in the Research of Foreign and Domestic Scientists

2018 ◽  
Vol 6 (4) ◽  
pp. 3-10
Author(s):  
Н. Агаханов ◽  
N. Agahanov
Keyword(s):  
Comparative Analysis ◽  
Gifted Students ◽  
Complex Structures ◽  
Mathematical Structures ◽  
Mathematically Gifted ◽  
Cognitive Characteristics ◽  
Mathematical Abilities ◽  
Asynchronous Development ◽  
Wide Range ◽  
Self Learning

In the article, on the basis of a wide range of studies, the views of foreign and domestic scientists on the specifi cs of mathematical abilities are presented, a comparative analysis of approaches is given and their structure is described. The most important cognitive characteristics of mathematically gifted students are described: the ability to memorize mathematical information, the ability to build and use mathematical structures, the ability to reverse the direction of thought, the ability to capture complex structures and work with them, the ability to build and use mathematical analogies, mathematical sensitivity and mathematical creativity. The most frequently encountered problems of mathematically gifted students are indicated: asynchronous development, problems of socialization, as well as problems with self-learning. The main features of mathematical abilities are generalized: the ability to generalize; logical and formalized thinking; fl exibility and depth, systematic, rational and reasoned reasoning; mathematical perception and memory.

Creative Problem Solving and Red Yarn

1985 ◽  
Vol 33 (4) ◽  
pp. 3-5
Author(s):  
Barbara Wilmot
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Seniors ◽  
Gifted Students ◽  
Creative Problem Solving ◽  
Mathematically Gifted ◽  
Geometric Figures ◽  
Output Device ◽  
Wide Range ◽  
Creative Problem

This activity is one of the more stimulating and enlightening I have discovered. It has worked well and with similar results in classes of mathematically gifted students in grades 2–10, in a class of advanced high school seniors, and in in-service workshops for teachers! A wide range? Yes, and I feel certain that it would work in almost any situation. Using colored yarn, participants are asked to create geometric figures. Since yarn is not a familiar “output device,” it always supplies an ample number of problems.

scholarly journals Olympiad potential for identifying mathematical giftedness in elementary schoolers

2021 ◽  
Vol 117 ◽  
pp. 02005
Author(s):  
S.P. Zubova ◽  
L.V. Lysogorova ◽  
N.G. Kochetova ◽  
T.V. Fedorova
Keyword(s):  
Elementary Mathematics ◽  
Gifted Students ◽  
Problem Situation ◽  
Mathematically Gifted ◽  
Mathematical Abilities ◽  
The Relationship ◽  
New Situation ◽  
Selection Of ◽  
Mathematics Course

The purpose of this article is to demonstrate the possibilities of identifying the mathematical giftedness in elementary schoolers with the help of Olympiad problems. For this, the authors clarify the concept of “mathematical giftedness”, show the relationship between the concepts of “mathematical giftedness” and “mathematical abilities”, and indicate the most significant abilities of elementary schoolers from the set of mathematical giftedness. The role of mathematical Olympiads in identifying mathematically gifted elementary schoolers is substantiated. This role consists in creating situations where the participants of the Olympiad are forced to make mental efforts to perform the following actions: analysis of a problem situation to identify essential relationships, modeling a new way of action to solve the proposed problem, combining available methods of action to apply in a new situation in limited time. The criteria for compiling Olympiad tasks for identifying mathematically gifted students are formulated, the most important of which is the clear focus of each task on demonstrating a mathematical ability of a certain type, as well as the selection of the mathematical content of the Olympiad problems strictly from the elementary course of mathematics. The problems of one Olympiad should be based on the content of different sections of the elementary mathematics course. The examples of the Olympiad problems based on the content of the elementary mathematics course are provided and the substantiation of their role in demonstrating the mathematical abilities of the Olympiad participant in solving them is given. The results of observing the educational achievements of students (during their entire stay at school) who showed mathematical abilities at the Olympiads are provided as well as the prospects and certain difficulties of further research on ways to solve the problem.

scholarly journals Features of Social-Perceptual Properties of Mathematically Gifted Students

2020 ◽  
Vol 8 (Special issue) ◽  
pp. 103-112
Author(s):  
Yulya Tushnova
Keyword(s):  
Mathematical Thinking ◽  
Dimensional Space ◽  
Gifted Students ◽  
Modern Society ◽  
Social Adaptation ◽  
Expert Assessment ◽  
Mathematically Gifted ◽  
Mathematical Abilities ◽  
Perceptual Abilities ◽  
Gifted Youth

The attention of modern society to intellectual potential makes the problem of studying mathematically gifted youth at the stage of self-determination in higher education relevant. Practical problems related to the psychological features of social adaptation of mathematically gifted youth require solving. The main goal of the research is to study the social and perceptual abilities of mathematically gifted students. The study sample consisted of 76 natural science students aged 17-23 years (M=19.8, SD=3.2 (58% men). The research methods were: testing (test of analytical mathematical abilities, test of the structure of intelligence (TSI) of R. Amthauer), expert assessment, survey (questionnaire of V. A. Krutetsky, questionnaires aimed at diagnosing socio-perceptual abilities), statistical methods. Self-assessment of intelligence, composite assessment, and some components of social intelligence and some components of empathy are significantly different. The ability of mathematical generalization and practical mathematical thinking have a greater number of relationships with social and perceptual properties. Here we found relationships not only with empathy, but also the ability to recognize verbal expression and the General ability to understand and manage their own and other people’s emotions. The ability to operate images in two-dimensional space is related only to the level and components of emotional intelligence. According to the results of the study, the features of socio-perceptual properties of students with different levels of analytical mathematical abilities are described. The conclusions can be used in the development of a program of psychological support for this category of students.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Benchmarking the practices of flexibility with maturity models and frameworks of organizational capabilities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sanjai Kumar Shukla ◽  
Sushil
Keyword(s):  
Information Technology ◽  
Comparative Analysis ◽  
Business Environment ◽  
Organizational Capabilities ◽  
Maturity Model ◽  
Human Capabilities ◽  
Maturity Models ◽  
Content Type ◽  
Wide Range ◽  
Flexibility Maturity

PurposeOrganizational capabilities are crucial to achieve the objectives. A plethora of maturity models is available to guide organizational capabilities that create a perplexing situation about what stuff to improve and what to leave. Therefore, a unified maturity model addressing a wide range of capabilities is a necessity. This paper establishes that a flexibility maturity model is an unified model containing the operational, strategic and human capabilities.Design/methodology/approachThis paper does a comparative analysis/benchmarking studies of different maturity models/frameworks widely used in the information technology (IT) sector with respect to the flexibility maturity model to establish its comprehensiveness and application in the organization to handle multiple goals.FindingsThis study confirms that the flexibility maturity model has the crucial elements of all the maturity models. If the organizations use the flexibility maturity model, they can avoid the burden of complying with multiple ones and become objective-driven rather than compliance-driven.Research limitations/implicationsThe maturity models used in information technology sectors are used. This work will inspire other maturity models to adopt flexibility phenomena.Practical implicationsThe comparative analysis will give confidence in application of flexibility framework. The business environment and strategic options across organizations are inherently different that the flexibility maturity model well handles.Social implicationsA choice is put to an organization to see the comparison tables produced in this paper and choose the right framework according to the prevailing business situation.Originality/valueThis is the first study that makes a conclusion based on comparative benchmarking of existing maturity models.

Topic Study Group No. 4: Activities for, and Research on, Mathematically Gifted Students

2017 ◽  
pp. 391-395
Author(s):  
Florence Mihaela Singer ◽  
Linda Jensen Sheffield ◽  
Matthias Brandl ◽  
Viktor Freiman ◽  
Kyoko Kakihana
Keyword(s):  
Gifted Students ◽  
Study Group ◽  
Mathematically Gifted

Mathematically Gifted Students: How Can We Meet Their Needs?

2004 ◽  
Vol 27 (4) ◽  
pp. 46-51 ◽  
Author(s):  
Jennifer V. Rotigel ◽  
Susan Fello
Keyword(s):  
Gifted Students ◽  
Mathematically Gifted
Sign in / Sign up

Export Citation Format

Share Document