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ERIC Number: EJ886879
Record Type: Journal
Publication Date: 2008-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1533-2276
International Teachers' Judgment of Gifted Mathematics Student Characteristics
Ficici, Abdullah; Siegle, Del
Gifted and Talented International, v23 n1 p23-38 Aug 2008
Teachers play a key role in the identification and training of talented mathematicians, and their attitudes are important in improving math instruction for gifted students. We surveyed secondary mathematics teachers from South Korea, Turkey, and the United States. These teachers completed a survey instrument called the Teachers' Judgments of Gifted Mathematics Student Characteristics (TJGMSC) that measured how important they believed 40 behaviors were with regards to students' mathematics giftedness. They also evaluated different strategies for teaching mathematics. The more years teachers taught mathematics, the more likely they were to report that students' computational skills, students' ability to relate mathematics to everyday life, and students' ability to generate multiple and unique solutions to problems were indicators of mathematical talent. The opposite was true for the highest level of mathematics taught. The higher the grade level of mathematics teachers taught, the less they valued each of these. Teachers with advanced degrees were less impressed with computation skills. Teachers from South Korea, whose students score near the top on international mathematics exams, were less likely to view mathematical talent as innate. They saw mathematics as an abstract subject in which students who were having difficulty should be given time in class to practice by themselves. They were less likely to regard mathematics as a practical topic or a formal way of representing the world. They were also less likely to use a variety of representations (pictures, concrete objects, and symbols) when teaching mathematics. (Contains 11 tables and 1 figure.)
World Council for Gifted and Talented Children. The University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-789-1421; Fax: 204-783-1188; 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
Identifiers - Location: South Korea; Turkey; United States