Identifying Mathematics Underachieving Gifted In Classroom

Abstract

Underachievement in Mathematics among gifted children has been a serious concern of most parents, teachers, school administrators and government. The first step however towards appropriate intervention in an inclusive classroom is the identification of the vulnerable children from the population. The identification of gifted child’s underachievement in Mathematics has though generated a debate which is why a position is needed urgently for classroom management. The paper thus viewed the cause of mathematics underachievement among gifted children from two perspectives: environmental and personality factors. The environmental factor stem from two problem areas; the school and the peer group. An anti-intellectual school or anti-Mathematics ability peer influence contributes greatly to mathematics underachievement. Similarly, personality factors such as Mathematics self-concept and achievement motivation are critical to mathematics achievement of gifted children. This paper therefore, revealed characteristics to observe, screening, test as well as procedure to be taken in the appropriate identification of the children who have high potential but underachieve in mathematics. It was therefore recommended that schools should adopt the procedure elucidate in this paper so as to plan for early intervention.

Keywords

• mathematic underachievment
• regular classroom
• gifted student

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