...Innate ability to identify quantities previews future mathematics performance...
As always, thank you for posting. I personally believe this issue is important at this time, as much of gifted education is not looking at serving those with unique academic and educational placement and pacing needs due to
innate ability, but rather looking to serve those with high
achievement.
What is the difference, some may ask?
1) A temporary boost in
achievement may result in issues of identification, and pupils who even out (link to another's post on a recent thread-
http://giftedissues.davidsongifted....How_to_Hothouse_Your_Kid.html#Post173231)
2) Among students with
innate ability, schools may manage
achievement downward, through lack of meaningful challenge, support, or encouragement
3)
Innately gifted individuals who do not receive a challenge worthy of their potential may be at risk for developing maladaptive behaviors including
underachievement and perfectionism
4)
Innately gifted individuals may be
isolated without intellectual peers Parents may wish to be mindful of all research which indicates the existence of
innate giftedness.
