Actualizing Mathematical Promise: Possible contributing factors

Abstract

The study reported in this paper is intended to highlight some factors which may contribute to the fulfillment of mathematical talent with special reference to pupils aged 10–11 within inner-city schools. The findings are based on the authors' experience of setting up and evaluating a Mathematics Enrichment Programme (MEP) over a period of 2 years. The context of this study, funded by the Department of Education and Skills within the Excellence in Cities initiative, is the on-going efforts of the British government to identify gifted pupils and make effective provision for them. The findings reported in this study draw on the data collected over the 2-year period through the involvement of 11 Local Education Authorities within inner-city areas. A number of components, which may enhance provision for mathematically talented pupils, are identified and should have significance for a wider audience. The terms ‘mathematically promising’, ‘gifted’ and ‘able’ are used interchangeably to refer to children who demonstrate a special aptitude for mathematics.