Why having provision for the gifted student of mathematics without a theory, research-based framework and without specialized knowledge creates more problems than it solves

Despite the growing interest in the education of the gifted the last three decades, in practice very little has changed internationally in primary classrooms for the benefit of the gifted student, particularly in mathematics. Gifted students of mathematics are often neglected because they are seen as students who do not need any kind of support with their studies. When programs or special settings are implemented, they do not have strong links with the theory and research and/or support by an expert, resulting in unclear benefits for participating students, or even drawbacks for both participating and non-participating students, and often criticism and hostility. This study investigated whether the needs of the gifted students of mathematics were being addressed in practice in primary classrooms in England (UK). The study involved a questionnaire survey within five London Educational Authorities and four in-depth case studies in four primary schools that were implementing provision for their most able mathematicians. The case-study data were gathered through interviews with teachers and children, lesson observations, and documentary evidence. The findings confirmed the existence of problems described above highlighting as the biggest problem the lack of support from theory and research to the gifted program and the lack of specialized knowledge to support the identification and the development of mathematical giftedness. The study suggests that a provision program must be supported by an expert in both subject and gifted education and by a school policy that will be based on theory- and research-based models of giftedness and talent development.