Who are the mathematically gifted elementary school children?

The efficiency and effectiveness of various methods used in identifying gifted students are the continuing concerns in programming for the gifted. Each method employed in the identification process reflects a specific definition of giftedness adopted. A definition not only can limit the number of performance areas being considered in determining eligibility for special programs, but may also specify the degree or level of excellence one must attain to be considered gifted. Therefore, defining “giftedness,” derived from the best available research studies dealing with characteristics of gifted individuals, not only can provide guidance for selecting and/or developing instruments and procedures, but can also give directions for planning programs that tap the special needs of the gifted. This article, while focusing on mathematics and problem‐solving characteristics, reexamines the definition of “mathematically gifted,” and discusses current practices and some areas of concern related to the identification of the mathematically gifted. it also calls for an identification procedure which includes information about qualities of the child's thinking.