Mathematically precocious children in early childhood: A systematic review

The study examined 15 articles published in Turkish or English over the past 10 years, focusing on mathematically precocious children in early childhood in Türkiye and the international literature. The results revealed that most studies were conducted in Türkiye and were predominantly published in journals related to education and giftedness, frequently indexed in SSCI and Scopus. An analysis of the methodological aspects showed that quantitative methods were predominantly used, followed by qualitative methods. In terms of study groups, most research focused on primary school-aged children. Regarding the scope of mathematics, the studies generally addressed content and process standards in mathematics. Although the findings reflect efforts in both Türkiye and around the world to identify mathematically advanced children in early childhood and to provide appropriate educational support, it appears that the mathematical concepts addressed in the studies and the factors influencing mathematical ability are somewhat limited. In this regard, it is recommended that ministries of education and universities in various countries collaborate on projects and programs specifically designed for all children in early childhood. Such collaboration should adopt an inclusive approach, focusing on discovering children’s knowledge, skills, and abilities at an early stage, and ensure coherence between the goals of different levels of the education system. Based on these aligned goals, the education of mathematically gifted children can be more effectively planned.