Fostering Giftedness: Challenges and Opportunities

$195.00

Senad Bećirović (Author)
Edda Polz (Author)

Series: Giftedness: Identification, Assessment, Nurturing, and Treatment
BISAC: PSY039000

This book contains two parts. The first part, Chapters 1 to 14 provide a systematic insight into key aspects of gifted students starting from different approaches to defining giftedness, then identifying the gifted, their role in the society, gender differences, socio-emotional development, mentoring gifted students, creating an optimal environment for their development, evaluating the work of the gifted, underachievement of the gifted, methods and programs of working with the gifted, use of modern technologies in teaching gifted students, and training of teachers to work with the gifted population.
The second part of the manuscript includes a case study, or empirical research on the development of students gifted in mathematics. The research method is explained first, including a description of the participants and data collection instruments. The research conducted is a case study showing the development of gifted mathematicians both in schools and in the family environment, from early childhood to higher education. The research includes many factors in the family environment such as: socio-economic and educational status of parents, learning conditions, number of children in the family, parents’ assistance with school obligations, parents’ reaction to children’s successes and failures, punishment, etc. The research also includes many in-school factors that could have a positive or negative, motivating or restraining effect on the development of the mathematical gift of the respondents. Some of these factors are: identification of the gifted, methods of working with them, rewards, punishments, programs of working with them, teacher-student relations, and the like. In addition to the development of respondents in the family and school environments, their motivation was also investigated. Based on the interviews conducted with the respondents, the factors that induced our respondents to develop into mathematically gifted students were presented. The development of students gifted in mathematics is also described on the basis of the analysis of their pedagogical documentation, through which their abilities outside mathematics were determined, along with whether there were any crucial moments that had a positive or negative effect on them, i.e. their mathematical development. Finally, the results of the research were summarized and the factors that could have contributed to the mathematical gift of the respondents were listed. Moreover, certain recommendations are given to parents and teachers for more efficient work with the gifted population.

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PREFACE
LIST OF TABLES
INTRODUCTION
1. WHAT IS GIFTEDNESS
2. CHARACTERISTICS OF GIFTED STUDENTS
3. IDENTIFICATION GIFTED STUDENTS
4. CARE OF THE GIFTED STUDENTS AND THEIR CONTRIBUTION TO SOCIAL DEVELOPMENT
5.0 SOCIO-EMOTIONAL DEVELOPMENT OF GIFTED AND TALENTED STUDENTS
5.1. Socio-emotional development in the family environment
5.2. Socio-emotional development in the peer environment
6.0 GIFTEDNESS AND GENDER
6.1. Stigma
6.2. What can we do to eliminate the adverse impact of gender differences on the development of giftedness?
7. CREATING THE OPTIMAL LEARNING ENVIRONMENT
8. ASSESSING AND EVALUATING THE PERFORMANCE OF GIFTED AND TALENTED STUDENTS
9. UNDERACHIEVEMENT OF GIFTED STUDENTS
9.1. How to recover exceptional success?
10. PROFESSIONAL DEVELOPMENT OF TEACHERS OF GIFTED STUDENTS
10.1. Training of teachers to work with gifted and talented children
10.2. What kind of teacher do gifted students need?
11. PROGRAMS FOR GIFTED STUDENTS
11.1. Enrichment
11.2. Differentiation
11.3. Acceleration
12. MENTORING GIFTED STUDENTS
12.1. E-mentoring
13. USE OF INFORMATION TECHNOLOGIES IN WORKING WITH GIFTED STUDENTS
13.1. Why use modern technology in teaching?
13.2. Training for teachers and provision of appropriate equipment
13.3. Effective use of modern technologies in the teaching process
14. THE DEVELOPMENT OF MATHEMATICALLY GIFTED STUDENTS – A CASE STUDY
14.1. Introduction
14.1.1. Method
14.1.2. Significance of the Study
14.2. Results
14.2.1. Development of Mathematically Gifted Students in a Family Environment
14.2.1.1. Introduction
14.2.1.2. Characteristics of a family environment
14.2.1.3. Learning conditions
14.2.1.4. Parental support as an important factor in the development of mathematical abilities
14.2.1.5. Learning supervision
14.2.1.6. Freedom and labeling
14.2.1.7. Parents’ reactions to actions they were dissatisfied with
14.2.2. Methodological Approaches in Working with Students Gifted in Mathematics
14.2.2.1. Introduction
14.2.2.2. Identification of mathematically gifted children and educational approaches in working with them
14.2.2.3. Teaching atmosphere
14.2.2.4. Encouragement
14.2.2.5. Curricula for students gifted in mathematics
14.2.2.6. Cooperation with different entities
14.2.3. Motivation and Interests of Mathematically Gifted Students
14.2.3.1. Introduction
14.2.3.2. Setting Goals
14.2.3.3. Value of doing mathematics and the choice of exercises
14.2.3.4. Success and Motivation
14.2.3.5. Reactions of parents and teachers to the success of the respondents
14.2.3.6. Extrinsic and intrinsic stimuli
14.2.3.7. Self-image
14.2.4. Achievements of Mathematically Gifted Students in Areas outside Mathematics
14.2.4.1. Introduction
14.2.4.2. An overview of achievement of students gifted in mathematics through grades
14.2.4.3. Overview of respondents’ achievement after secondary school
15 DISCUSSION AND CONCLUSION
15.1. Conclusion
15.1.1. Influence and contribution of family circumstances on the development of students gifted in mathematics
15.1.2. Development of students gifted in mathematics through school
15.1.3. Motivation of mathematically gifted students
15.1.4. The achievement of students gifted in mathematics in areas outside of mathematics
15.2. Recommendations for Working with Students Gifted in Mathematics
REFERENCES
INDEX

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