Brenda Bicknell

Parental Roles in the Education of Mathematically Gifted and Talented Children.

Parent recognition of mathematical giftedness and involvement in their children’s mathematics education is the focus of this case study. Data were collected from the parents of 15 children (aged 10-13 years) identified by their schools in New Zealand as mathematically gifted and talented. Many of the parents identified their child’s propensity for mathematics at an early age. Results also indicated that parents played key roles as motivators, resource providers, monitors, mathematics content advisers, and mathematical learning advisers. On occasion, parents assumed an advocacy role. The partnership between parents and schools was not strong, but it is clear from this study that this partnership could be strengthened.

POWERFUL PEDAGOGICAL ACTIONS IN MATHEMATICS EDUCATION

A critical issue for all involved in primary and secondary mathematics education is how to ensure that all students learn mathematics successfully so that at the end of schooling they have the mathematical knowledge, skills, and confidence necessary to fully participate in further learning, employment, community life, and citizenship. This issue focuses attention on pedagogy which is the method or process of teaching, and generally refers to instructional strategies or actions (Ball & Bass, 2000). This chapter provides an overview of Australasian studies that have explored successful pedagogy within the context of mathematics education over the past four years (2008 to 2011). Our purpose is to highlight new insights that contribute to knowledge about what constitutes successful mathematics pedagogy for all students, to note any issues or tensions emerging from the findings, to identify any silences in the research agenda, and to recommend areas for future research.

School Transition and Mathematically Gifted Students

Abstract This study addresses school transition in New Zealand for 15 students identified as mathematically gifted and talented. The findings are drawn from a two-year study that included student, parent, and teacher perspectives, and an examination of school policies, programs, and practices. Students felt well prepared for the transition although not all students experienced a smooth transition. Some schools practised tabula rasa or fresh start and this impacted on curriculum continuity, academic achievement, and social-emotional well-being. The main source of support for the transition was from their friends—commonly like-minded peers. School support systems were limited and students were not explicitly taught coping strategies. Several implications for managing successful school transitions are proposed.