For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at a faster pace. Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative…

This study investigated the understanding of and reasoning about geometry of 120 mathematically talented students in the sixth through eight grades prior to taking a course in geometry. Results found that, although the students were able to deduce meaning from context, they lacked understanding of basic definitions, concepts, and properties.…

A study examined gender differences for 5,544 gifted students (grades 4-5). On an off-level achievement test, males outperformed females in mathematics beginning in grade 3. Both groups had a preference for mathematics over other subjects. Students' perceptions of academic strengths corresponded to their performance on the off-level test.…

This study examined above-grade-level abstract reasoning abilities of 150 students (grades 2-6). Understanding of abstract concepts varied by age for only four of eight subscales or concepts: probability, proportion, momentum, and frames of reference. Performance varied widely within age level for the understanding of volume, correlation,…

Gifted and non-gifted high school students in China (N=495) were administered the Verbal, Math, School, and General self-concept scales of the Self-Description Questionnaire. Verbal and Math self-concepts were positively correlated with Academic (School) self-concept and with General self-concept. Talented students differentiated Verbal and Math…