Mathematical precocity in young children: a neo‐Piagetian perspective

Okamoto, Yukari; Curtis, Reagan; Jabagchourian, John J.; Weckbacher, Lisa Marie

doi:10.1080/13598130601121409

Cited by 8 publications

(3 citation statements)

References 31 publications

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“…Epistemological constructivism brought rigor to our understanding of the processes of “becoming.” Studying the “what” and “how” of children’s thinking—the nature of thinking in different domains, how that thinking is consolidated, integrated, and applied, and how it develops in complexity over time—has led to better understanding of the conceptual underpinnings of thought and the influences that support different developmental trajectories (e.g., McKeough, Genereux, & Jeary, 2006 ; Okamoto, Curtis, Jabagchourian, & Weckbacher, 2006 ; Porath, 2006a , 2009 ). This perspective captures the emergent nature of giftedness ( Porath, 2006b )—an understanding central to moving us more firmly into a focus on “becoming.”…”

Section: Modern Onset: the Emergence Of The Identification Paradigmmentioning

confidence: 99%

Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities

Porath

2017

Gifted Child Quarterly

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After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the field has invested little in meta-theoretical aspects, such as historical perspectives and philosophical foundations. This article is a comprehensive review and analysis of the conceptual changes and paradigm shifts in gifted education. Three major paradigm shifts in gifted education were identified—demystification (i.e., giftedness as manifested wonders), identification (i.e., giftedness as measurable predictions), and transaction (i.e., effectuation of human possibilities). Presently, there is still an implicit focus on the identification paradigm despite considerable efforts to shift the focus to creating and sustaining appropriate developmental niches for all individuals. Debates in the field are highlighted to provoke discussion of future directions.

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Section: Modern Onset: the Emergence Of The Identification Paradigmmentioning

confidence: 99%

Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities

Porath

2017

Gifted Child Quarterly

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“…The robust findings from longitudinal studies of mathematically gifted children indicate high levels of academic success and career attainment for students identified in middle school, particularly in areas of science, technology, engineering, and mathematics (STEM; Benbow, 2012; Wai, Lubinski, Benbow, & Steiger, 2010). Studies of young children indicate that mathematical precocity is unrelated to working memory (Okamoto, Curtis, Jabagchourian, & Weckbacher, 2006) or creativity (Baran, Erdogan, & Cakmak, 2011). These children did exhibit higher levels of numerical conceptual structure (Okamoto et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Studies of young children indicate that mathematical precocity is unrelated to working memory (Okamoto, Curtis, Jabagchourian, & Weckbacher, 2006) or creativity (Baran, Erdogan, & Cakmak, 2011). These children did exhibit higher levels of numerical conceptual structure (Okamoto et al, 2006). Observable behaviors of mathematically gifted young children included choosing to play or work with numbers, finding patterns, planning steps to solve problems, grouping objects, assembling puzzles, and grouping/regrouping objects in many ways (Lapp & St. John, 2009).…”

Section: Introductionmentioning

confidence: 99%

Social and Emotional Characteristics and Early Childhood Mathematical and Literacy Giftedness

Wilson

2015

Journal for the Education of the Gifted

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Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability among preschool children using a logistic regression analysis. Specifically, parents and childcare providers were asked a series of questions relating to socially maladaptive behaviors, concentration, empathy, worry, and friendship of a nationally representative sample of children born in 2002. The results of the study demonstrate that childcare providers and parents of preschool children (M age = 53 months) have different patterns of observations of social and emotional characteristics of children, and that concentration and socially maladaptive behaviors were significant predictors of early giftedness in literacy. There were no social or emotional predictors of early giftedness in mathematics found in this study.

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Type 3 Research: Intrapersonal and Psychosocial Processes and Changes

Dai

2023

Talent Development From the Perspective of Developmental Science

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Mathematical precocity in young children: a neo‐Piagetian perspective

Cited by 8 publications

References 31 publications

Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities

Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities

Social and Emotional Characteristics and Early Childhood Mathematical and Literacy Giftedness

Type 3 Research: Intrapersonal and Psychosocial Processes and Changes

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