Detta är en systematisk litteraturstudie som fokuserar på elever med fallenhet för matematik. Studiens syfte är att undersöka vilka arbetssätt som lämpar sig för elever med fallenhet för matematik med problemlösning som utgångspunkt. Studien tar sin grund i tio publikationer, både avhandlingar och vetenskapliga artiklar. Av studiens resultat framgår det att elever med fallenhet gynnas av arbetssätt där deras motivation stimuleras och deras kunskaper utmanas. Studien visar även att problemlösning är exempel på en typ av uppgift som stimulerar elever med fallenhet för matematik. Studien tar upp grupparbete och enskilt arbete som arbetssätt som har både positiva och negativa effekter på elever med fallenhet i matematik. Det är av stor vikt att elever med fallenhet utmanas och att läraren har etablerat normer som gör detta. En slutsats som kan dras är att motivation och utmaning är viktigt för elever med fallenhet i matematik för att dem ska ges förutsättningar att avancera i sin fallenhet

Rektorers pedagogiska ledarskap har betydelse för hur arbetet på skolorna fortlöper med syfte att främja särskilt begåvade elever i matematik och att dessa elever ska få den stimulans de är berättigade. Studiens syfte är att undersöka hur rektorer påverkas av ramfaktorer vid resursfördelning i matematik med fokus på särskilt begåvade elever. I studien har intervjuer använts som metod för att ta reda på rektorers påverkan av ramfaktorer vid resursfördelning i matematik. Ramfaktorteorin är den teori som beskriver vilka ramar och faktorer rektorer har att förhålla sig till. Resultatet visar att av rektorerna indirekt drar paralleller till budget i frågan om resursfördelningen, men kopplar också detta till flera andra ramfaktorer som samverkar. Alla rektorer uppger också att lärarnas egen kompetens är viktig för att kunna stimulera särskilt begåvade elever inom matematik. Slutsatsen i undersökningen blir därför att rektorers resursfördelning inom matematik med fokus på elever med särskild begåvning är styrd av flera faktorer och att dessa påverkar. De resultat som finns i studien kan ge ökad kunskap hos lärare eller andra kollegor för att det bidrar till en ökad medvetenhet om rektorers ramar och faktorer i det vardagliga arbetet. / How school works with gifted students depends on the pedagogical leadership of the principals’ and their decisions regarding the distribution of resources. It’s these decisions that define how the students develop and if they get the right kind of stimulants that they need. The aim of this study is to examine how the frame factor theory influences the principals’ work with distributing resources for gifted students in mathematics. This study have been using interviews as method to find out how the frame factor theory influences principals work. The result of the study shows that principals instantly draw parallels to the budget in the question of distribution of resources, but also link this to several other framework factors that interact with each other. All of the principals state that the teachers’ competence is important in order to stimulate gifted students in mathematics. The conclusion of this study is that the principals are controlled by several of the factors in the frame factor theory regarding the distributing resources for gifted students in mathematics. The results from the study can increase the teachers’ knowledge, and other colleagues, and hopefully it can increase an awareness of how the principals' work regarding distributing resources for gifted students in mathematics are affected by the frame factor theory in their line of work every day.

Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed Search, and Study of Values. McNemar's Test of Correlated Proportions shows the proportion of multipotential profiles decreases significantly when cognitively-appropriate measures of interests and values are considered, in addition to abilities. Pearson Chi-square shows no ethnic differences.

Matematiskt särbegåvade elever är en elevgrupp som länge inte fått tillräcklig uppmärksamhet inom den svenska skolforskningen. Det handlar om elever som besitter en kunskap inom matematikämnet som sträcker sig långt över vad som anses normalt i förhållande till deras ålder men som ofta hamnar under radarn. Forskning visar att dessa elever behöver speciella anpassningar för att lyckas men att detta ännu inte har gjorts i särskilt stor utsträckning i Sverige på grund av kunskapsbrist. Det har också genom forskning konstaterats att många lärare efterfrågar denna typ av kunskap då de upplever bristen som ett problem. Syftet med denna studie är att undersöka hur några lärare i den svenska skolan, med erfarenhet av att undervisa matematiskt särbegåvade elever, tänker kring identifiering av och anpassning för dessa elever. Undersökningen har genomförts genom en intervjustudie med sex lärare på låg- och mellanstadiet som uppfyller detta kriterium. Deras svar har sedan kategoriserats genom tematisk analys i resultatdelen. Resultatet har också fördjupats genom att kopplas till Gardners teori om de multipla intelligenserna såväl som till det sociokulturella perspektivet på undervisning.Resultatet visar att den kunskap som finns bland lärare med erfarenhet av dessa elever samspelar med aktuell forskning, men är sparsam. Tydliga skillnader har kunnat utrönas mellan de medverkande lärarna. De medverkande speciallärarna besitter mest kunskap. Kunskap som skulle behöva finnas genomgående i den svenska lärarkåren. Vidare menar de medverkande lärarna att de matematiskt särbegåvade behöver utmanas genom berikning, acceleration och nivågruppering såväl som genom motivationshöjande aktiviteter. Samtliga för vilka det funnits belägg genom tidigare forskning. Denna studie bevisar således att det är möjligt att genomföra goda anpassningar för dessa elever i det svenska skolsystemet, något som tidigare diskuterats med grund i organisationens historia av att fokusera främst på elever med svårigheter. / Mathematically gifted students have for a long time lacked attention in the area of Swedish school research. These are students that possesses an ability to learn mathematics that extends far beyond what is considered normal for their age group. Despite that, these students often end up below the radar. Research within the area shows that these students need special accommodations in order to succeed but because of lack of knowledge this have not been done on a large scale in Sweden. It has also been scientifically proven that many teachers inquire for this type of knowledge as this is considered to be a problem.  The purpose with this study is therefore to investigate how a few Swedish teachers, with experience from teaching mathematically gifted students, reason about identification of and accommodations for these students. The study has been implemented by interviewing six low and middle school teachers that meet this criterion. Their answers have then been categorized with thematic analysis. In order to deepen the results further they have been linked to the theory of Gardner´s multiple intelligences as well as a sociocultural perspective on teaching. The results from the study show that the knowledge that exists among teachers with experience from teaching these students is coherent with the one research has established although limited. Distinct differences could be established between the participating teachers based on their education. The participating special teachers possesses the most knowledge. Knowledge that should exist throughout the entire faculty. Furthermore, the participating teachers state that mathematically gifted students need to be challenged by enrichment, acceleration and ability grouping as well as through motivation boosting activities. For all of these efforts there are evidence in research. Therefore, this study confirms that it is possible to implement suitable accommodations for these students in the Swedish school system, a matter that has been debated for a long time.

The dropout social problem has been the focus of researchers, business and community leaders, and school staffs for decades. Despite possessing significant academic high school capabilities, some gifted students drop out of school. The research problem for this study includes, how and why former gifted urban high school students chose to drop out. The conceptual framework for this case study is Bronfenbrenner's human ecology theory. The purpose of this study was to gain an understanding of what lead former gifted urban students to dropping out of high school. Using purposive sampling, 4 participants, two men and two women, were selected for semi-structured interviews. The sample included an African-American, Filipino, Caucasian, and Haitian/Cuban/Syrian, whose ages ranged from 38-77 years old. The semi-structured interviews were analyzed using first, second, and pattern coding. The resulting themes were (a) family discord, (b) school not interesting, and (c) no role model, and (d) minimum family participation. The former gifted high school students' dropout experiences were rooted in the microsystem perspective of the human ecology theory. The implications for social change from this study findings may help inform those who manage and teach gifted programs about the mindsets of students in gifted services.

Historically, the suppression of the academic development of gifted African American students, even those with a proven high IQ, resulted from the constraints of segregated learning environments and the generalized racist presumption of the inferiority of African Americans. The lack of federal policy regulating Gifted and Talented Education can be seen in the inconsistencies of every aspect of this work from identification to outcomes. Currently, over 3.3 million children are identified as gifted and talented in the United States. Yet the degree to which students are identified as mentally gifted and receive adequate programming varies dramatically from state to state, from one district to another, and based on race and socioeconomic status. Disparities in the availability and quality of Gifted and Talented Education programs along racial, socioeconomic, and geographic lines remain widespread. Though the misperception that Gifted and Talented students of any race need little support prevails, gifted students who do not have early and adequate access to gifted programming experience adverse effects. Within the historical context of the educational system and current landscape of Gifted and Talented Education, this research sought to answer three key questions. First, where and how do racial disparities manifest themselves in Gifted Education programs across the state of Pennsylvania? Second, what factors are contributing to or driving the underrepresentation of African American students in Gifted Education in Pennsylvania? Third, what strategies are being utilized at Pennsylvania state, district, and school levels to address racial disparities in Gifted and Talented Education and meet the needs of high-potential and high-performing African American students? To answer these questions, the researcher conducted a secondary data analysis of national, state, and district-level Gifted Education data; administered a survey and facilitated interviews with Pennsylvania school and district leaders; categorized participating schools based on best practices in the field of Gifted Education; and reviewed public artifacts including school district websites and annual Pennsylvania Gifted Education progress monitoring reports from 2017-2023. The overarching research themes suggested that disparities in Gifted Education exist throughout the state of Pennsylvania when compared with national data on gifted students overall and, to a heightened degree, gifted African American students. Person, place, and policy-based factors were assessed to be potentially driving and/or contributing to the underrepresentation of African American students in Gifted Education. While limited strategies surfaced that have already been used and documented to neutralize racial inequities effectively in Gifted Education, sound instructional and institutional practices were shared and strategies proposed for consideration. Key barriers to meeting students’ needs, the removal of which could potentially result in significant programmatic growth, were also revealed. In addition, the school and district leaders who participated in the study universally espoused a desire to learn more about Gifted Education, gifted students, and the inequities that impact gifted programming. / Educational Leadership

This thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation. Ultimately, results of this study may lay a foundation for best practices for teaching gifted students.

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