The overview also indicates that mathematically gifted adolescents are facing difficulties in their social interaction and that gifted female and male pupils are experiencing certain aspects of their mathematics education differently. The message here then is that in order to discover or confirm that a student is highly able, we need to offer opportunities for that student to grasp the structure of a problem, generalise, develop chains of reasoning The present study deals with the role of the mathematical memory in problem solving. In this paper, we examine the interactions of mathematical abilities when 6 high achieving Swedish upper-secondary students attempt unfamiliar non-routine mathematical problems. High performance and high ability Trafton suggests a continuum of ability from those who learn content well and perform accurately but find it difficult to work at a faster pace or deeper level to those who learn content quickly and can function at a deeper level, and who are capable of understanding more complex problems than the average student to those who are highly precocious in that they work at the level of students several years older and seem to need little or no formal instruction.

Also, while the nature of this cyclic sequence varied little across problems and students, the proportions of time afforded the different components varied across both, indicating that problem solving approaches are informed by previous experiences of the mathematics underlying the problem. The message here then is that in order to discover or confirm that a student is highly able, we need to offer opportunities for that student to grasp the structure of a problem, generalise, develop chains of reasoning This may be because they are bored, unwilling to stand out as being different, or perhaps have a specific learning disability, such as dyslexia, which prevents them from accessing the whole curriculum. The number of downloads is the sum of all downloads of full texts. Concerning the interaction of mathematical abilities, it was found that every problem-solving activity started with an orientation phase, which was followed by a phase of processing mathematical information and every activity ended with a checking phase, when the correctness of obtained results was controlled. Working with highly able mathematicians.

Moreover, the study displays that the participants used their mathematical memory mainly at the initial phase and during a small fragment of the problem-solving process, and indicates that students who apply algebraic methods are more successful than those who use numerical approaches.

Furthermore, the ability to generalise, a key component of Krutetskii’s framework, was proble, throughout students’ attempts.

# Supporting the Exceptionally Mathematically Able Children: Who Are They? :

Also, while the nature of this cyclic sequence varied little across problems and students, the proportions of time afforded the different components varied across both, indicating that problem solving approaches are informed by previous experiences of the mathematics underlying the problem.

Working with highly able mathematicians. The characteristics he noted were: Krutetskii would have called this having a ‘mathematical turn of mind’. Mathematical abilities and mathematical memory during problem solving and some aspects of mathematics education for gifted pupils Szabo, Attila Stockholm University, Faculty of Science, Department of Mathematics and Science Education.

For these studies, an analytical framework, based on the mathematical ability defined by Krutetskiiwas developed. The review shows that certain practices — for example, enrichment programs and differentiated instructions in heterogeneous classrooms or ;roblem programs and ability groupings outside those classrooms — may be beneficial for the development of gifted pupils.

High performance and high ability Trafton suggests a continuum of ability from those who learn content well and perform accurately but find it difficult to work at a faster pace or deeper level to those who learn content quickly and can function at a deeper level, and who are capable of understanding more complex problems than the average student to those who are highly precocious in that they work at the level of students several years older and seem to need little or no formal instruction.

In this paper we investigate the abilities that six high-achieving Swedish upper secondary students demonstrate when solving challenging, non-routine mathematical problems. Participants selected problem-solving methods at the orientation phase and found it difficult to abandon or modify those methods.

Analyses showed that when solving problems students pass through three phases, here called orientation, processing and checking, during which students exhibited particular forms of ability. In this paper, we examine the interactions of mathematical abilities when 6 high achieving Swedish upper-secondary students attempt unfamiliar non-routine mathematical problems.

## Supporting the Exceptionally Mathematically Able Children: Who Are They?

The present study deals with the role of the mathematical memory in problem solving. Identifying a highly able pupil at 5 will be different from doing it at 11, or 14, partly because they have fewer skills to exhibit and partly because their abilities may change, but we can often see young children who are fascinated silving playing around with number or shape and seek to become ‘expert’ at it.

To examine that, two problem-solving activities of high achieving students from secondary school were observed one year apart – the proposed tasks were non-routine for the students, but could be solved with similar methods. A hard-working student prepared well for an assessment can succeed without being highly able. Analyses indicated a repeating cycle in which students typically exploited abilities relating to the ways they orientated themselves with respect to a problem, recalled mathematical krutetskoi, executed mathematical procedures, and regulated their activity.

In this paper, we examine the interactions of mathematical abilities when 6 high achieving Swedish upper-secondary students attempt unfamiliar non-routine mathematical problems. Concerning the interaction of mathematical abilities, it was found that every problem-solving activity started with an orientation phase, which was followed by a phase of processing mathematical information and every activity ended with a checking phase, when the correctness of obtained results was controlled.

This may be because they are bored, unwilling to stand out as being different, or perhaps have a specific learning disability, such as dyslexia, which prevents them from accessing the whole curriculum. Also, motivational characteristics of and gender differences between mathematically gifted pupils are discussed.

The overview also indicates that mathematically gifted adolescents are facing difficulties in their social interaction and that gifted female and male pupils are experiencing certain aspects of their mathematics education differently.

Supporting the Exceptionally Mathematically Able Children: The analyses show that participants who applied algebraic methods were more successful than participants who applied particular methods.

He worked with older students to devise a model of mathematical ability based on his observations of problem solving. Furthermore, the ability to generalise, a key component of Krutetskii’s framework, was absent throughout students’ attempts. In addition, when solving problems one year apart, even when not recalling the previously solved problem, participants approached both problems with methods that were identical at the individual level. The message here then is that in order to discover or confirm that a student is highly able, we need to offer opportunities for that student to grasp the krutetskkii of a problem, generalise, develop chains of reasoning To examine that, two problem-solving activities of high achieving students from secondary school were observed one krutftskii apart – the proposed tasks were non-routine for the students, but could be solved with similar methods.

Examining the interaction of mathematical abilities and mathematical memory: The krutetsii study deals with the role of the mathematical memory in problem solving. Analyses indicated a repeating cycle in which students typically exploited abilities relating to the ways they orientated themselves with respect to a problem, recalled mathematical facts, executed mathematical procedures, and regulated their activity.

The number of downloads is the sum of all downloads of full texts. The second investigation reports on the interaction of mathematical abilities and the role of mathematical memory in the context of non-routine problems.