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Gifted Child Quarterly
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Identification and Description of Mathematically Gifted Students: A Review of Empirical Research

Evelyn J. Sowell

Arizona State University-West

Alice J. Zeigler

Thornton Township District 205 Harvey, IL

Linda Bergwall

Governors State University

Rose M. Cartwright

Chicago Public Schools

This paper summarizes and critiques the empirical research of the 1970s and 80s on identification processes and descriptions of mathematically gifted students. Most research centered on precocious students who score well on tests. Largely overlooked are other gifted students with potential in mathematics. We suggest that future research focus on the identification of these students and on the contributions of home environments and spatial abilities, problem-solving strategies, and attributions for success of all G/T students in whatever manner they are defined.

Gifted Child Quarterly, Vol. 34, No. 4, 147-154 (1990)
DOI: 10.1177/001698629003400404
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This article has been cited by other articles:


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Home page
 Gifted Child QuarterlyHome page
E. J. Sowell
Programs for Mathematically Gifted Students: A Review of Empirical Research
Gifted Child Quarterly, July 1, 1993; 37(3): 124 - 131.
[Abstract] [PDF]