Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

• Published in: International electronic journal of mathematics education Vol. 16; no. 3; p. em0664
• Main Authors: García-Perales, Ramón, Palomares-Ruiz, Ascensión, Cebrián-Martínez, Antonio, López-Parra, Emilio
• Format: Journal Article
• Language: English
• Published: East Sussex International Electronic Journal of Mathematics Education 01.10.2021
• Subjects: Ability Identification; Academic Ability; Academic achievement; Academically Gifted; Adaptation; Child development; Competence; Cultural Context; Curricula; Diversity; Educational Administration; Educational Environment; Educational Legislation; Educational Practices; Educational Quality; Electronic Journals; Electronic periodicals; Elementary Education; Elementary School Students; Emotional Development; Gender; Gender Differences; Grade Repetition; High Achievement; Inclusion; Individual Characteristics; Instructional Improvement; Intelligence Quotient; Learning; Mathematical Aptitude; Mathematics Achievement; Mathematics education; Mathematics Skills; Multiculturalism & pluralism; Pedagogy; Secondary education; Student Characteristics; Student Development; Student Evaluation; Students; Talent Development; Well Being; World Problems
• ISSN: 1306-3030; 1306-3030
• DOI: 10.29333/iejme/11430

This study focuses on the child adaptation processes of a group of 22 students who were identified in academic year 2011/12 as having high mathematical ability. The subjects’ schooling and adaptation were tracked over six school years, with a specific psycho-pedagogical evaluation test in the final year to assess their adaptation via various analytical dimensions. The results demonstrate the influence of variables related to repeating school years and academic performance on adaptation. There was also evidence of the in-fluence of diagnoses of giftedness and the type of school on adaptation, but no influence related to gender or school environment. Monitoring students’ educational transition is essential for their personal and academic futures. The most capable students should be part of a comprehensive approach to diversity and inclusion for all. The academic progress of the students in our sample indicates that there is educational practices must be improved for this student.