Details
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