Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Natsuki Uchikubo
Graduate School of Comprehensive Human Science, University of Tsukuba
⬇ Download PDFThis study explores how mathematical giftedness is actualized through interactional dynamics in the mathematics classroom. Adopting a single-case study design, we analyzed a critical episode in which a mathematically gifted student’s new insight was introduced and adapted into the classroom. The analysis identified three distinctive phases, each involving diverse interactions among the gifted student, teacher, classmates, and shared mathematical context. As an initial attempt to elucidate the socio-dynamic nature of mathematical giftedness, this study provides insights into how each classroom element contributes to the actualization of mathematical giftedness.
mathematical giftednessmathematical creativitygifted educationclassroom practice