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.
What role do competitions play in a mathematics programme for our students, especially our gifted and talented students? This question is examined from the perspectives of fifteen students (10-13 year olds) identified by their schools as mathematically gifted and talented, their teachers, and their parents. Students participated in variety of different types of mathematics competitions-local, national, and international. There was differential access to the competitions and differing perspectives; students and parents shared similar views about the value of competitions, but there was a difference of opinion among the teachers.
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