Abstract
Despite a growing body of educational, psychological, and genetic research into individual differences in mathematical ability, motivation, and achievement, many issues remain unresolved. This symposium presents different approaches to the study of variation in mathematics, addressing issues of genetic and cross-cultural differences (Talks 1 and 3); developmental issues (Talk 3); contribution of non-cognitive factors, such as emotional regulation and other regulatory processes, such as goal planning and modeling of goal achievement (Talks 2 and 4); and dimensional issues, such as whether factors underlying mathematical giftedness are qualitatively different from those driving mathematical variation in the normal range. We present findings from Russia, Kyrgyzia, and the UK, and discuss them in the context of existing literature and educational implications.
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