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Gifted Child Quarterly
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Developmental Changes in Mathematically Precocious Young Children: Longitudinal and Gender Effects

Nancy M. Robinson

Department of Psychiatry and Bchavioral Sciences, University of Washington, Box 351630, Seattle, Washington 98195-1630

Robert D. Abbott

Department of Educational Psychology, University of Washington, Box 351630, Seattle, Washington 98195-1630

Virginia W. Berninger

Department of Educational Psychology, University of Washington, Box 351630, Seattle, Washington 98195-1630

Julie Busse

Department of Educational Psychology, University of Washington, Box 351630, Seattle, Washington 98195-1630

Swapna Mukhopadhyay

Department of Curriculum and Instruction, University of Washington, Box 351630, Seattle, Washington 98195-1630

Young children with advanced mathematical skill (N = 276) were followed for two years, during kindergarten through 1st grade or 1st through 2nd grade. Children were randomly assigned to an intervention condition reflecting a constructivist approach or a control condition. Mean scores for the control group on standardized math verbal, and visual-spatial measures increased or remained the same. Boys gained more than girls on the quantitative and visual-spatial measures. The treatment group made greater gains than the control group on quantitative measures only. Gender did not interact with treatment condition. Correlations among the quantitative, verbal, and visual-spatial factors remained stable for control children, but the correlation between quantitative and verbal factors increased for the intervention group.

Gifted Child Quarterly, Vol. 41, No. 4, 145-158 (1997)
DOI: 10.1177/001698629704100404
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