When solving problems, mathematically gifted individuals tend to internalize intuitive ideas and approaches, and to shorten their reasoning. Consequently, for teachers it is difficult to observe gifted students’ mathematical reasoning in the context of problem solving. In this paper we investigate nine gifted Swedish 9th grade students’ mathematical reasoning during problem solving in small groups at vertical whiteboards. The data consists of 5 filmed group-activities, that were analysed according to a framework of collaborative problem-solving (Roschelle & Teasley, 1995). The analysis shows that every group solved proposed problems successfully within different socially negotiated Joint Problem Spaces (JPS) and, importantly, that students were able to verbalize and display their mathematical reasoning. Additionally, it is indicated that using vertical whiteboards facilitated considerably the exhibition of students’ mathematical reasoning.
Szabo, Attila; Tillnert, Ann-Sophie; and Mattsson, John
"Displaying gifted students’ mathematical reasoning during problem solving: Challenges and possibilities,"
The Mathematics Enthusiast: Vol. 21
, Article 11.
Available at: https://scholarworks.umt.edu/tme/vol21/iss1/11
Digital Object Identifier (DOI)
University of Montana, Maureen and Mike Mansfield Library