Top Achievers in Mathematics in the End of Upper Secondary School

Author:

Niemi Laura1ORCID,Metsämuuronen Jari23ORCID,Hannula Markku S.1,Laine Anu1ORCID

Affiliation:

1. Department of Education, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland

2. Finnish Education Evaluation Centre (FINEEC), 00100 Helsinki, Finland

3. Turku Research Institute for Learning Analytics (TRILA), University of Turku, 20014 Turku, Finland

Abstract

Important questions regarding mathematical giftedness are how and when it is possible to identify. To be identified as gifted, the student must have natural potential but also an appropriate mix of motivation, support, and challenges. This study is based on longitudinal data following students from 3rd grade in primary school to the end of upper secondary school between 2005 and 2015. We focus on top achievers (<2% of age cohort) of the national mathematics final exam at the end of upper secondary school. We investigate how accurately top achievers at the end of secondary school can be identified in 3rd, 6th, and 9th grades using national tests. We identify mathematical tasks that predict future top achievement and analyze how attitudes, gender, and parental background factors relate to high proficiency. Most top achievers had already been identified by 3rd grade and almost all of them by 9th grade. However, recognizing future top achievers was not very accurate, as they were indistinguishable from many students whose performance did not reach the same level over time. The best predictor for future top achievement was a student’s ability to solve non-routine and atypical tasks in early school years.

Funder

University of Helsinki

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Reference103 articles.

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2. Sternberg, R.J., and Davidson, J.E. (2005). Conceptions of Giftedness, Cambridge University Press.

3. Szabo, A. (2017). Mathematical Abilities and Mathematical Memory during Problem Solving and Some Aspects of Mathematics Education for Gifted Pupils. [Ph.D. Thesis, Stockholm University]. Available online: https://www.diva-portal.org/smash/get/diva2:1143981/FULLTEXT01.pdf.

4. Dai, D.Y. (2010). The Nature and Nurture of Giftedness: A New Framework for Understanding Gifted Education, Teachers College Press.

5. Leikin, R., Berman, A., and Koichu, B. (2009). Creativity in Mathematics and the Education of Gifted Students, Sense Publisher.

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