SpringerLink
Log in

Questions About Fostering and Identifying of Mathematically Promising Students in Times of Covid-19 Pandemic

  • Chapter
  • First Online:
Problem Posing and Solving for Mathematically Gifted and Interested Students

  • 246 Accesses

Abstract

This article gives an impression of questions on aspects of fostering high mathematical talent. It describes considerations about our talent search process and necessary changes in times of covid 19 pandemic. Due to pandemic methods of diagnostic must be adapted to a virtual learning and test environment. Therefore, we developed a different process that is presented here.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
EUR 29.95
Price includes VAT (Germany)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
EUR 85.59
Price includes VAT (Germany)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
EUR 106.99
Price includes VAT (Germany)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free ship** worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 1.

    The project is a cooperation between the Hamburg Department of Education and Vocational Training, the University of Hamburg and the William-Stern-Society Hamburg (WSG). In the meantime, we support children up to 10th grade, funded by the partners of the cooperation.

  2. 2.

    The WSG startet a fostering project headed by Prof. Dr. Karl Kießwetter at the beginning of the 1980th.

  3. 3.

    Original German: “Wir orientieren uns an den Denkprozessen in der eigentlichen Mathematik, und dabei insbesondere an typischen Prozesselementen bei der theoriebildenden Arbeit in mathematischen Problemfeldern” (Kießwetter in press).

  4. 4.

    Original: “Im mathematischen Bereich geht es insbesondere um heuristische Erfahrungen, …. Allerdings wird solches nicht verbal oder auf andere Weise “gelehrt”, vielmehr sind unsere Materialien so gewählt, daß die selbständige Arbeit an diesen Materialien Erfahrungen und Denkprozesse provozieren, die in die vorgestellten Richtungen gehen. Metakognitive Betrachtungen werden in der Regel erst im nachhinein angestellt” (Kießwetter previous homepage).

  5. 5.

    That is the action repertoire students dare to show in a certain situation and environment.

References

  • Aßmus, D. (2017). Mathematische Begabung im frühen Grundschulalter unter besonderer Berücksichtigung kognitiver Merkmale. WTM Verlag.

    Google Scholar 

  • Aßmus, D., & Förster, F. (2012). “Fähigkeiten zur Analogieerkennung und zum Transfer mathematischer Strukturen bei mathematisch begabten Grundschulkindern.” Beiträge zum Mathematikunterricht 2012 Online. Vorträge auf der 41. Tagung für Didaktik der Mathematik Jahrestagung der Gesellschaft für Didaktik der Mathematik in Weingarten.

    Google Scholar 

  • Barabé, G., & Proulx, J. (2015). Problem posing: A review of sorts. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield and H. Dominguez. East Lansing Michigan State University.

    Google Scholar 

  • Benbow, C. P., & Minor, L. L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for identification of the gifted. Gifted Child Quarterly, 34(1), 21–26.

    Article  Google Scholar 

  • Brown, S. I., & Walter, M. I. (2005). The art of problem posing. Erlbaum.

    Google Scholar 

  • Cai, J., et al. (1996). A cognitive analysis of QUASAR’s mathematics performance assessment tasks and their sensitivity to measuring changes in middle school students’ thinking and reasoning. Research in Middle Level Education Quarterly, 19(3), 63–94.

    Google Scholar 

  • Coxbill, E., et al. (2013). Using model-eliciting activities as a tool to identify and develop mathematically creative students. Journal for the Education of the Gifted, 36(2), 176–197.

    Article  Google Scholar 

  • Dweck, C. (2007). Is math a gift? Beliefs that put females at risk. In S. J. Ceci & W. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 47–55). American Psychological Associaiton.

    Chapter  Google Scholar 

  • Fritzlar, T. (2010). Begabung und Expertise. Eine mathematikdidaktische Perspektive. mathematica didactica, 33, 113–140.

    Google Scholar 

  • Fritzlar, T. (2019). Gedankensplitter zum „Umkehren mentaler Prozesse“ – Gedacht zur Anregung weiterer Diskussionen. „Was macht Mathematik aus?“ – Nachhaltige paradigmatische Ansätze für die Förderung mathematisch besonders begabter Schülerinnen und Schüler. Festschrift anlässlich des 80. Geburtstages von Professor Dr. Karl Kießwetter. 2. veränderte Auflage. M. Nolte. (pp. 26–38). WTM Verlag.

    Google Scholar 

  • Fritzlar, T., & Nolte, M. (2019). Research in mathematical giftedness in Germany – Looking back and ahead. The 11th International Conference on Mathematical Creativity and Giftedness (MCG11). Including the highly gifted and creative students: Current ideas and future directions. M. Nolte. Münster, WTM Verlag (pp. 8–20).

    Google Scholar 

  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119–148.

    Article  Google Scholar 

  • Käpnick, F., Nolte, M., & Walter, G. (2011). Mathematische Talente entdecken und unterstützen. Unterricht entwickeln mit SINUS. R. Demuth, G. Walter and M. Prenzel. Seelze, Kallmeyer in Verbindung mit Klett. Friedrich Verlag GmbH (pp. 91–100).

    Google Scholar 

  • Kießwetter, K. (1985). Die Förderung von mathematisch besonders begabten und interessierten Schülern – Ein bislang vernachlässigtes sonderpädagogisches Problem. Mathematisch-naturwissenschaftlicher Unterricht, 38(5), 300–306.

    Google Scholar 

  • Kießwetter, K. (1994). Vernetzung und Beweglichkeit beim Repräsentieren sind unverzichtbare Bestandteile von mathematischen Prozessen. Der Mathematikunterricht, 40(3), 42–48.

    Google Scholar 

  • Kießwetter, K. (in press). Was sollte und was kann Hochbegabtenförderung im Bereich der Mathematik leisten? – Unsere Antwort: Das „Hamburger Modell“.

    Google Scholar 

  • Kontoyianni, K., et al. (2013). Integrating mathematical abilities and creativity in the assessment of mathematical giftedness. Psychological Test and Assessment Modeling, 55(3), 289–315.

    Google Scholar 

  • Krutetskii, V. A. (1962). An experimental analysis of pupils mathematical abilities. Soviet studies in the psychology of learning and teaching mathematics. J. Kilpatrick and I. Wirszup, Standford Un., Un. of Chicago.

    Google Scholar 

  • Krutetskii, V. A. (1976). An investigation of mathematical abilities in schoolchildren. Soviet studies in the psychology of learning and teaching mathematics. J. Kilpatrick and I. Wirzup. Chicago, Stanford University, University of Chicago. II.

    Google Scholar 

  • Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49(2), 111–138.

    Article  Google Scholar 

  • Nolte, M., (Ed.). (2004). Der Mathe-Treff für Mathe-Fans. Fragen zur Talentsuche im Rahmen eines Forschungs- und Förderprojekts zu besonderen mathematischen Begabungen im Grundschulalter. Franzbecker.

    Google Scholar 

  • Nolte, M. (2012a). Mathematically gifted young children – Questions about the development of mathematical giftedness. Talent development and excellence. H. Stöger, A. Aljughaiman and B. Harder (S. 155–176). Lit.

    Google Scholar 

  • Nolte, M. (2012b). Challenging math problems for mathematically gifted children. In The 7th mathematical creativity and giftedness international conference, Busan, Südkorea.

    Google Scholar 

  • Nolte, M. (2013). Du Papa, die interessieren sich für das, was ich denke! Zur Arbeit mit mathematisch besonders begabten Grundschulkindern. Begabung – Individuum – Gesellschaft: Begabtenförderung als pädagogische und gesellschaftliche Herausforderung. T. Trautmann and W. Manke. Weinheim, Basel, Beltz Juventa.

    Google Scholar 

  • Nolte, M. (2020). Überlegungen zur Bedeutung von Kommunikation und Interaktion – In Zeiten von Corona. Lernen Und Lernstörungen, 9(4), 209–211.

    Article  Google Scholar 

  • Nolte, M., et al. (2019). Research and development tasks within the framework of the PriMa-Project in Hamburg. In The 11th International Conference on Mathematical Creativity and Giftedness (MCG11). Including the highly gifted and creative students: Current ideas and future directions. M. Nolte. Münster, WTM-Verlag (pp. 381–384).

    Google Scholar 

  • Pamperien, K. (2021). Konstruktion und empirische Überprüfung der Güte eines Beobachtungsrasters zum Erkennen besonderer mathematischer Begabung im Grundschulalter im Rahmen eines Talentsucheprozesses. mathematica didactica, 44. https://doi.org/10.18716/ojs/md/2021.1213.

  • Pitta-Pantazi, D., et al. (2011). A model of mathematical giftedness: Integrating natural, creative, and mathematical abilities. Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39–54.

    Google Scholar 

  • Pólya, G. (1949). Schule des Denkens. Franke Verlag.

    Google Scholar 

  • Preckel, F., & Strobel, A. (2017). NFC-KIDS: Need for Cognition-Kinderskala: Eine Skala zur Erfassung der kognitiven Motivation bei Grundschulkindern.

    Google Scholar 

  • Radatz, H., & Rickmeyer, K. (1996). Aufgaben zur Differenzierung. Schroedel.

    Google Scholar 

  • Sak, U. (2008). Test of the three-mathematical minds (M3) for the identification of mathematically gifted students. Roeper Review, 31(1), 53–67.

    Article  Google Scholar 

  • Schröder, A. (2021). Gelingensbedingungen einer Talentsuche für mathematisch begabte Kinder in Zeiten der COVID-19 – Pandemie Fakulty of Education, Hamburg. Master of education (special needs).

    Google Scholar 

  • Sheffield, L. J. (1999). When the problem is solved the creativity has just begun. In H. Meissner, M. Grassmann, & S. Müller-Philipp (Eds.), Proceedings of the International Conference: Creativity and Mathematics Education (pp. 51–56). Westfaelische Wilhelms-Universität Muenster.

    Google Scholar 

  • Silver, E. A. (2013). Problem-posing research in mathematics education: Looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83(1), 157–162.

    Google Scholar 

  • Singer, F. M., et al. (2017). Advancements in research on creativity and giftedness in mathematics education: Introduction to the special issue. ZDM Mathematics Education, 49(1), 5–12.

    Article  Google Scholar 

  • Sriraman, B. (2003). Mathematical giftedness, problem solving, and the ability to formulate generalizations: The problem-solving experiences of four gifted students. Journal of Secondary Gifted Education, 14, 151+.

    Google Scholar 

  • Vilkomir, T., & O’Donoghue, J. (2009). Using components of mathematical ability for initial development and identification of mathematically promising students. International Journal of Mathematical Education in Science and Technology, 40(2), 183–199.

    Article  Google Scholar 

  • Wagner, H., & Zimmermann, B. (1986). Identification and fostering of mathematically gifted students. Educational Studies in Mathematics, 17(3), 243–260.

    Article  Google Scholar 

  • Ziegler, A., et al. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling, 53(1), 161–179.

    Google Scholar 

  • Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, University of Hamburg, Hamburg, Deutschland

    Marianne Nolte

Authors
  1. Marianne Nolte
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marianne Nolte .

Editor information

Editors and Affiliations

  1. Centre for Logic & Philosophy of Science, Vrije Universiteit Brussel, Brussels, Belgium

    Deniz Sarikaya

  2. Institut für Mathematikdidaktik, University of Cologne, Köln, Germany

    Lukas Baumanns

  3. Department of Applied Mathematics and Computer Science, Technical University of Denmark, Kongens Lyngby, Denmark

    Karl Heuer

  4. Institut für Mathematikdidaktik, University of Cologne, Köln, Germany

    Benjamin Rott

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Fachmedien Wiesbaden GmbH, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Nolte, M. (2023). Questions About Fostering and Identifying of Mathematically Promising Students in Times of Covid-19 Pandemic. In: Sarikaya, D., Baumanns, L., Heuer, K., Rott, B. (eds) Problem Posing and Solving for Mathematically Gifted and Interested Students. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-41061-2_5

Download citation

Publish with us

Policies and ethics

Search

Navigation