Tesis desarrollada en cinco capítulos. Dos que recogen la teórica directamente relacionada con la investigación en torno a los cuatro elementos de la creatividad (persona, proceso, producto y contexto), su génesis y la evaluación de los mismos. Dos capítulos dedicados a los "espacios creativos" (uno de ellos al espacio educativo): factores que mejoran o dificultan la creatividad y su desarrollo. El quinto dedicado al estudio empírico: hipótesis, objetivos, metodología, resultados y análisis. Una reflexión final, y un decálogo que busca resumir algunos tópicos relacionados con la creatividad. La parte teórica La investigación se realiza con una muestra de 90 alumnos de 1º y 3º de Educación Primaria, 45 en grupo experimental. Se busca comprobar la influencia del programa de mejora de la creatividad de Renzulli y Col. (1986) en los incrementos de creatividad, y su relación con los rasgos de personalidad de los sujetos, o con su inteligencia. / This thesis is made up of five chapters, besides a final reflection and a decalogue that summarizes some topics related to the creativity. The first two chapters are the theory related to the investigation about the four elements of the creativity (person, process, product and context) and their evaluation. The following two chapters are about the "creative spaces" (one of them about the educative space): factors that improve or make difficult to the creativity and its development. Finally, the fifth chapter is dedicated to the empirical study: hypothesis, objectives, methodology, results and analysis. That study is made with a sample of 90 students of first and third of primary school (45 in experimental group). The purpose is to verify the influence of the program of creativity improvement, of Renzulli and Col. (1986), in the increases of the creativity and their relation with the personality traits of students or their intelligence.

Studien syftar till att undersöka vilka kännetecken pedagoger uppfattar att de särskilt begåvade eleverna uppvisar och hur de kommer till uttryck i matematikundervisningen. Detta görs med förhoppningen att fler pedagoger ska kunna uppmärksamma sina särskilt begåvade elever. Studien bygger på semistrukturerade intervjuer med fem pedagoger samt två observationer av särskilt begåvade elever. Resultatet visar dels att pedagoger uppfattar vissa kännetecken som tecken på särskild begåvning trots att kännetecknen inte har koppling till särskild begåvning. Resultatet visar också att de särskilt begåvade eleverna utnyttjar sina mer välutvecklade förmågor på olika sätt beroende på om de har intresse för ämnet och känner sig motiverade. Studiens implikation på yrkesutövandet blir att det behövs mer kunskap hos pedagoger om hur kännetecknen kan komma till uttryck för att säkerställa att fler av de oidentifierade eleverna uppmärksammas. / The purpose of the study is to examine what traits educators perceive that the gifted students exhibit and how it shows in mathematics teaching. This is done with hope that more educators will be able to notice their gifted students. The study is based on semi structured interviews with five educators as well as two observations of gifted students. The result shows that some of the traits that educators perceive as signs of giftedness aren’t connected to giftedness. The result also shows that the gifted students utilize their above-average abilities in different ways based on interest for the subject and feelings of motivation. The study implicates that educators need more knowledge about how the traits can be expressed to make sure that more of the unidentified gifted students come to educators’ attention.