Page 149 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 149
Fostering Mathematically Gifted Students
with Complex Fields of Problems
Marianne Nolte
University of Hamburg, Germany
marianne.nolte@uni-hamburg.de
The article focuses on the importance of learning environment for mathemat-
ically gifted students. At the University of Hamburg we developed mathemat-
ical problems which can be solved on different levels. They are appropriate to
be extended to fields of problems, when students ask further leading ques-
tions. Working on these kinds of problems students develop their mathemat-
ical competencies. Due to their possibility of working on the problems on dif-
ferent levels they are suitable for fostering mathematically talented students
on primary grade level and on secondary level. Based on an example the report
defines the character of the kind of problems.
Keywords: mathematical gifted students, progressive research problems, learn-
ing environments
Introduction
At the University of Hamburg we foster mathematically gifted students
within the framework of the Project called PriMa,¹ starting with about 8 years
old students. With 7th grade they may continue within the framework of the
William-stern society which fosters students until the end of the upper sec-
ondary level. We developed problems which can be extended to fields of
problems. Most of those problems can be solved on different levels. Some
of them can be used as well with primary grade students as with students at
secondary and upper secondary level. At upper secondary level sometimes
students even develop small mathematical theories. These characteristics
make it possible to use the problems with students of different levels as
well of age as of levels of potential. One main requirement from that is that
teachers handling the problems, can notice the students’ needs, including
their cognitive components in problem solving, in a sensible way.
High Mathematical Potential and Problem Solving
The most common approach of fostering students with a high mathematical
potential is let them do problem solving. Problem solving requires indepen-
¹ PriMa is a cooperation project of the Hamburger Behörde für Schule und Berufsbildung, and
the William-Stern Society (Hamburg), the University of Hamburg.
147
with Complex Fields of Problems
Marianne Nolte
University of Hamburg, Germany
marianne.nolte@uni-hamburg.de
The article focuses on the importance of learning environment for mathemat-
ically gifted students. At the University of Hamburg we developed mathemat-
ical problems which can be solved on different levels. They are appropriate to
be extended to fields of problems, when students ask further leading ques-
tions. Working on these kinds of problems students develop their mathemat-
ical competencies. Due to their possibility of working on the problems on dif-
ferent levels they are suitable for fostering mathematically talented students
on primary grade level and on secondary level. Based on an example the report
defines the character of the kind of problems.
Keywords: mathematical gifted students, progressive research problems, learn-
ing environments
Introduction
At the University of Hamburg we foster mathematically gifted students
within the framework of the Project called PriMa,¹ starting with about 8 years
old students. With 7th grade they may continue within the framework of the
William-stern society which fosters students until the end of the upper sec-
ondary level. We developed problems which can be extended to fields of
problems. Most of those problems can be solved on different levels. Some
of them can be used as well with primary grade students as with students at
secondary and upper secondary level. At upper secondary level sometimes
students even develop small mathematical theories. These characteristics
make it possible to use the problems with students of different levels as
well of age as of levels of potential. One main requirement from that is that
teachers handling the problems, can notice the students’ needs, including
their cognitive components in problem solving, in a sensible way.
High Mathematical Potential and Problem Solving
The most common approach of fostering students with a high mathematical
potential is let them do problem solving. Problem solving requires indepen-
¹ PriMa is a cooperation project of the Hamburger Behörde für Schule und Berufsbildung, and
the William-Stern Society (Hamburg), the University of Hamburg.
147
