Abstract
In many countries including Canada, an inclusive view of mathematics education aims to reach all students in mathematics classroom allowing everybody to make progress at her own pace. When we say ‘all students’, this also includes the gifted ones. Or, research shows that an appropriate mathematical provision for the most able students is still an unsolved task. For example Diezmann and Watters (2002) argue that in mathematics education, the focus is now put on numeracy with the emphasis on ‘minimums’ of mathematical capability and lacking of attention to the ‘maximums’.
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Freiman, V. (2011). Mathematically Gifted Students in Inclusive Settings. In: Sriraman, B., Lee, K.H. (eds) The Elements of Creativity and Giftedness in Mathematics. Advances in Creativity and Giftedness, vol 1. SensePublishers. https://doi.org/10.1007/978-94-6091-439-3_11
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DOI: https://doi.org/10.1007/978-94-6091-439-3_11
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