TSG 4 Activities for, and research on, mathematically gifted students Co-chairs: Florence Mihaela Singer (Romania) mikisinger@gmail Linda Sheffield (USA) [email protected] Team members: Matthias Brandl (Germany) Victor Freiman (Canada) Kyoko Kakihana (Japan) IPC Liaison Person: Marianne Nolte (Germany) Description The aim of TSG 4 is to involve educational researchers, research mathematicians, mathematics teachers, teacher educators, curriculum designers, doctoral students, and others in a forum for exchanging insights related to activities for, and research on, mathematically gifted students. The focal topics will include empirical, theoretical and methodological issues related to the themes below. 1. Introduction What do we know and what do we need to know about mathematical giftedness? Is mathematical giftedness a discovery or a creation? What theoretical frameworks and methodologies are helpful in identifying, creating, valuing, and educating mathematically gifted students in different contexts/ societies? 2. Research What does recent research in cognitive science and neuroscience bring to understanding the development of mathematical talent and innovation? In what ways are cognitive, social, and affective aspects connected in gifted students? What are the differences between novices and experts? How are mathematical creativity and giftedness connected? What are new research paths? 3. Pedagogy How could teaching best encourage and promote mathematical talents? How might classroom interactions and discourse contribute to the development of mathematical reasoning? What teaching strategies, curricula, technology, or other in- and out- of school activities might lead students to discover and realize their mathematical promise and talents? How is high-level mathematical innovation developed? 4. Teacher Education What types of mathematics and pedagogy are suitable for educating preservice and in-service teachers for the gifted? How should lessons/units planning be structured in order to adress special needs of gifted? What types of assessment are most effective for identifying, challenging and nurturing mathematical giftedness and innovation? What types of local, regional, national or international co-operation between researchers and educators should be emphasized for the promotion of mathematical talent and giftedness? Papers from previous TSGs can be found at tsg.icme11.org/tsg/show/7 and icme12.org/sub/sub02_05.asp. Also of interest: ICME-Affiliated group, Mathematical Creativity and Giftedness (igmcg.org).
Posted on: Sun, 28 Dec 2014 12:54:52 +0000
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