NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ962799
Record Type: Journal
Publication Date: 2012-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 77
ISSN: ISSN-0016-9862
How Are Schools in England Addressing the Needs of Mathematically Gifted Children in Primary Classrooms? A Review of Practice
Dimitriadis, Christos
Gifted Child Quarterly, v56 n2 p59-76 Apr 2012
There is a paucity of research investigating aspects of provision for gifted children within primary schools, particularly in mathematics. This study aimed to address this topic by illuminating issues arising from classroom practice and the experience of both teachers and children. Based on in-depth case studies in four primary schools in which different methods of provision were being implemented, this study found that although there is an interest in addressing the needs of mathematically gifted children and schools have taken measures in pragmatic terms to cater to them, the needs of these children are not always addressed in classrooms. Evidence from classroom practice showed that the effectiveness of any method depends on teachers' expertise and self-confidence, the level of focused attention given to gifted children, the size of the class, and the nature of the work set. Additionally, this study identified issues relating to organizational strategies of classroom provision which need consideration and further research. (Contains 5 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)