Cognitive Characteristics of Mathematically Gifted Individuals

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Explorations of Giftedness, Creativity, and Equity Mindsets (Table 7)

Abstract

The complexity of mathematical giftedness has been explored by scholars. On the other hand, they disagree about how being gifted affects cognitive abilities. Given that giftedness is a dynamic and diverse concept, the traits of gifted learners may vary and alter across subjects, situations, and cultures. Therefore, identifying the cognitive traits of mathematically gifted students that manifest in educational contexts has been crucial for supplying educators with evidence-based knowledge about the most effective instructional approaches and materials. I make an effort to analyze recent studies on mathematical giftedness from 2015 to 2022 in order to respond to this argument within the Krutettski framework. The literature that aims to understand the cognitive characteristics of mathematical giftedness is given special consideration. The analysis begins with a way of approaching domain-specific characteristics of mathematical giftedness that must be taken into account in learning settings for the mathematically gifted. It continues with a review of empirical articles conducted with mathematically gifted individuals and focused on their cognitive characteristics. There will also be a summary of the circumstances and activities where these characteristics are more prevalent. After doing this investigation, I'll provide a few open issues for more study into the mathematics education of talented pupils.
Keywords: mathematical giftedness, review, cognitive characteristics

Author

• Yasemin Sipahi, University of Georgia
  Presenting Author