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ABSTRACT
Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based on our previous studies, we perceive MG as a combination of G and EM. Exploratory factor analysis of test results revealed five main cognitive factors: visual-serial processing (VSP); arithmetic abilities (AA); pattern recognition (PR); auditory working memory (AWM); visual-spatial working memory (VSWM); and Structural equation modeling (SEM) based on the factor analysis revealed clear differences in the role of cognitive abilities as predictors of EM, G, and MG. The study demonstrates that visual components are especially important for the development of EM and that G students are less dependent on their visual cognitive processing. Based on the study results, we argue that EM, G, and MG, which are often considered equivalent characteristics, are interrelated but different in nature. The paper presents a research-based justification that not any gifted is an expert in mathematics and not any expert in mathematics is gifted.
Acknowledgments
This project was made possible through the support of a grant from the John Templeton Foundation (grant number 14447). The opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of the John Templeton Foundation. We are grateful to the University of Haifa for the generous support it has provided for this study.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Nurit Paz-Baruch
Dr. Nurit Paz-Baruch is a lecturer at the Science and Technology Education Program, The Faculty of Education, Bar-Ilan University, Israel. Current themes of research: general giftedness, cognitive traits of mathematically gifted students, individual differences in mathematics and self-regulated learning.
M. Leikin
Prof. Mark Leikin is professor of Learning Disabilities and Special Education. He heads the Laboratory for the Study of Bilingualism and the Laboratory of Neurocognitive investigation of creativity and ability at the Faculty of Education, University of Haifa, Israel. His research focuses on language processing by bilingual and trilingual readers, relationships between bilingualism, creativity and cognitive and neurocognitive characteristics of gifted students and students with learning disabilities.
R. Leikin
Prof. Roza Leikin is the Dean of the Faculty of Education, University of Haifa, Israel. Her research, education and instructional design focuses on mathematical challenges for all, mathematical creativity and giftedness and mathematics teacher professional potential. She served as a president of the International Group for Mathematical Creativity and Giftedness (2012-2019) and is the establishing director of the Interdisciplinary Center for the Research and Advancement of Giftedness and Excellence (RANGE). She is a Senior Mathematics Education Editor of the International Journal of Science and Mathematics Education. Prof. R. Leikin received above 30 competitive research grants, edited 11 volumes related to research in mathematics education and the education of gifted, published more than 160 papers in peer reviewed research journals, books, and refereed conference proceedings.