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Educ. Sci. 2017, 7(1), 6; doi:10.3390/educsci7010006

Networking Theories on Giftedness—What We Can Learn from Synthesizing Renzulli’s Domain General and Krutetskii’s Mathematics-Specific Theory

1
School of Science and Technology, Örebro University, SE-701 82 Örebro, Sweden
2
Faculty of Mathematics, University of Duisburg-Essen, Thea-Leymann-Straße 9, D-45127 Essen, Germany
*
Author to whom correspondence should be addressed.
Academic Editors: Steven I. Pfeiffer and James Albright
Received: 2 September 2016 / Revised: 22 December 2016 / Accepted: 23 December 2016 / Published: 29 December 2016
(This article belongs to the Special Issue Advances in Gifted and Talented and Creativity Research)
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Abstract

Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli’s domain-general theory on giftedness as an interplay of creativity, above-average ability, and task commitment; and Krutetskii’s mathematics-specific theory on gifted students’ abilities. In a “proof of concept”, we illustrate how the abilities offered in Krutetskii’s theory can be mapped to the three traits described by Renzulli. This is realized through a mapping process in which two raters independently mapped the abilities offered by Krutetskii to Renzulli’s traits. The results of this mapping give first insights into (a) possible mappings of Krutetskii’s abilities to Renzulli’s traits and, thus, (b) a possible domain-specific specification of Renzulli’s theory. This mapping hints at interesting potential phenomena: in Krutetskii’s theory, above-average ability appears to be the trait that predominantly is addressed, whereas creativity and especially task-commitment seem less represented. Our mapping demonstrates what a mathematics-specific specification of Renzulli’s theory can look like. Finally, we elaborate on the consequences of our findings, restrictions of our methodology, and on possible future research. View Full-Text
Keywords: giftedness; theories; mathematics education; networking theories; domain-general; domain-specific giftedness; theories; mathematics education; networking theories; domain-general; domain-specific
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Schindler, M.; Rott, B. Networking Theories on Giftedness—What We Can Learn from Synthesizing Renzulli’s Domain General and Krutetskii’s Mathematics-Specific Theory. Educ. Sci. 2017, 7, 6.

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