Thirty years after:<i>The lives of former winners of mathematical Olympiads</i>

Karp, Alexander

doi:10.1080/02783190309554204

Cited by 15 publications

(15 citation statements)

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“…At each level, at the same time, students take the same written assignments, which are then scored by a panel of judges. Finalists participate in a national competition, and winners of that round represent Russia in the international Olympics (Karp, 2003).…”

Section: Russian Programsmentioning

confidence: 99%

Conceptions of Giftedness

Kaufman¹,

Sternberg²

2008

Handbook of Giftedness in Children

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Johnny, a 9-year-old elementary school student, has an IQ of 140, which would qualify him as "gifted" by virtually any IQ-based definition of giftedness anyone might use. Johnny has few friends, in large part because he has very poor social skills. Johnny has no hobbies to speak of, and is unengaged in significant extracurricular activities outside of school. And despite his IQ, Johnny is a good, but not great, student.Davy is also 9 and is in the same school as Johnny. He has an IQ of 120, which would quality him as "gifted" by some, but not other IQ-based definitions of giftedness. Davy is very active in sports and is the best soccer player of any age in his school. He also is a highly talented trombonist, and is first trombone in the elementary-school orchestra. His teacher believes he has the potential for a career in musical performance, should he wish to follow that path. Davy is very popular and is one of the top three academic performers in his class.Who is gifted? Johnny? Davy? Both? Or neither? In answering this question, four things must be kept in mind.First, "giftedness" is a label-nothing more. We are frequently asked whether such-and-such or so-and-so child is gifted. The answer depends on the criteria one sets. But there is no one absolute or "correct" set of criteria. Criteria for such labeling are a matter of opinion, nothing more, and there are many disagreements as to how the label should be applied.Second, the label can be applied in either a more general or a more specific way. The more general way implies that giftedness is relatively general across many domains-that is, someone is either gifted or not. On this view, someone who is gifted is gifted very broadly. The more specific way implies that giftedness is something that is potentially limited to one or several narrow domains-for example, verbal skills; or within the verbal domain, writing skills; or within the writing domain, fiction-writing skills. Indeed, relatively few successful fiction writers are also successful nonfiction writers, and vice versa.

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Section: Russian Programsmentioning

confidence: 99%

Conceptions of Giftedness

Kaufman¹,

Sternberg²

2008

Handbook of Giftedness in Children

View full text Add to dashboard Cite

show abstract

“…With these predetermined categories in mind, the analysis was carried out. Because the current study was framed around influential factors on gifted students' academic development found in two previous studies (Karp, 2003;Muratori et al, 2006)-flexible school systems and teachers-individuals' responses were also compared with these categories in mind. After categorizing the transcribed responses question by question, a more detailed analysis was made by using microanalysis or sentence-by-sentence analysis with selected keywords that had been previously identified.…”

Section: Discussionmentioning

confidence: 99%

“…These interviews examined different perspectives of various aspects of the participants' life experiences that influenced their academic achievement and the development of their interest and abilities in mathematics. This study expands on the influence of school systems and teachers from previous research (Karp, 2003;Muratori et al, 2006).…”

Section: Methodsmentioning

confidence: 94%

“…The framework of this study was based on two studies by Muratori et al (2006) and Karp (2003) who interviewed or tracked former Olympians' life experiences, perspectives, and influences on their career choices. Some interview questions used in this study were adapted from these two previous studies.…”

Section: Methodsmentioning

confidence: 99%

“…Three 1-hour interviews were conducted with the Olympians and their parents, which were recorded and immediately transcribed verbatim. The interview questions (see Appendix for sample interview questions) included questions modified from previous studies (i.e., Karp, 2003;Muratori et al, 2006) to meet the needs of the current study. For instance, Muratori et al (2006) reported that a supportive and flexible school system and mentors/teachers are influential to former Olympians who are now mathematicians.…”

Section: Data Collection-interviewsmentioning

confidence: 99%

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