3446

Peter Weng & Uffe Thomas Jankvist

philosophy of mathematics education

2018

34

This paper addresses mathematically gifted students and their capacity to express themselves in regard to their mathematical problem tackling when in dialogue with a teacher. Through a case study of a student in 3rd grade—Celeste—it is argued that a well-developed communication competency may indeed be an indicator of mathematically giftedness. In doing so, attention is drawn to the problem of many teachers not being equipped for engaging in dialogue with such students and thus not being able to facilitate their mathematical learning in a productive and efficient manner. The analyses in the paper draw on the theoretical constructs of the Danish mathematics competencies framework (KOM) and the so-called Inquiry Co-operation Model (IC-Model).