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ERIC Number: EJ1093089
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0045-0685
Mathematical Giftedness: A Creative Scenario
Sharma, Yogesh
Australian Mathematics Teacher, v69 n1 p15-24 2013
Identification and development of giftedness is a major task of mathematics teachers worldwide. An early identification of gifted children in mathematics can have a number of benefits, like, providing opportunities for the nourishment of their talent, saving them from burnout, and proper utilisation of mathematical talent in future. As creativity plays an important role in the development of gifted behavior, it could be erroneous to exclude creativity from gifted education programs. In this article Yogesh Sharma reviews several models of giftedness in which creativity is a key ingredient, namely the Three-Ring Conception of Giftedness (Renzulli, 1978, 2005); the WICS Model of Giftedness (Sternberg, 2003); the Munich Model of Giftedness (Heller, Perleth, and Lim, 2005); and the Conceptual Model (Sriraman, 2005). Sharma goes on to present criteria and frameworks from researchers Prouse (1964, 1967), Balka (1974), Kapur (1990), and Haylock (1987a, 1987b, 1997) for assessing an individual's mathematical creativity. Three common characteristics emerge from these criteria and related literature: (1) the ability to overcome fixations in mathematical situations; (2) the ability to formulate mathematical problems; and (3) the ability to solve a mathematical problem with multiple solutions. The remainder of the article describes activities relating to these three characteristics that can be incorporated into a classroom intervention for gifted students in mathematics.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A