Although considerable attempts have been carried out within the EU towards a by some means common strategy for nurturing gifted pupils, national policies related to the development of mathematical giftedness, as well as fostering practices in schools and approaches within teacher education are still defined by sociocultural differences between respective European regions. In this paper, we are presenting research-based approaches for the development of mathematically gifted pupils in three European regions and concrete examples from Germany and Sweden of how the concept of mathematical giftedness can be introduced in teacher education.

Enrichment is one way to support highly able students in their mathematical development, a method that aligns with the overall principles of the Swedish school system. This paper aims to elicit students’ perceptions of enrichment. Data was collected in a project where upper secondary students were offered mathematical enrichment tasks in an online environment. Semistructured interviews were conducted with seven students out of seventeen participating. Our results show that participation in the program is interest-driven. The students like to work in their own pace, and the fact that they are not being graded diminishes their performance anxiety. They also want to deepen their existing mathematical knowledge in contrast to proceeding to new topics in mathematics.

This presentation topic outlines recent remarkable gifted education policy and research changes in Sweden. We outline a) Swedish cultural ambition for egalitarianism and traditional social negativity toward giftedness; b) policy and leadership changes within the last 10 years in Sweden at national and municipal levels; c) an overview of recent research grants and publications from Sweden, including a doctoral programme funded at approx. 37 million Euro; and d) implications for psychological wellbeing of gifted students and teachers. The aim of the presentation is to share a sense of optimism for gifted students and the teaching community which we hope can be useful to others. Lewin’s Force Field Theory plays a useful role in our analysis of factors such as alignment of policy and public agenda, and global-local needs. Our methodology includes historical review, literature review, and narrative. The findings of our reviews are that: gifted education can operate alongside ‘one school for all’ philosophy’; research plays an important role in evidence-based discussions; and investment in needed for teacher professional learning and local innovations. Our conclusions are that change operates on many levels and when social forces align, horizons expland and significant positive change is possible.

This study investigates the alignment between Nissen's assessment scales for giftedness and Gagné's Differentiated Model of Giftedness and Talent (DMGT). Nissen's assessment scales have previously lacked clear theoretical grounding, leaving a gap in understanding how these scales could align with theoretical models. This study aims to address this gap by systematically examining whether the statements within Nissen's assessment scales can be theoretically anchored within the DMGT model. It aims to provide a deeper understanding of the theoretical underpinnings of Nissen's scales and their potential relevance in identifying gifted student. The DMGT model provides a robust foundation, encompassing various factors in giftedness development. Nissen's scales are recognized in Denmark as valuable tools for identifying giftedness among students. This study employs a qualitative comparative assessment of Nissen´s scales within the dimensionality in the DMGT model. The results were validated through an independent analys to construct validity. Some preliminary results are for example that Nissen´s scales identifies components in the DMGT model regarding intellectual giftedness. However, the interpersonal catalysis physical traits in Gagné´s DMGT-model is completely lacking in Nissen´s lists. In the presentation, I will more thoroughly present the results.

On the mathematics meets industry day (MiMM) we gather mathematics enthusiasts from a wide range of competencies. Senior researchers, doctoral students, people from industry, university students as well as high school students attend the day, all with a huge interest of mathematics. Industries, both from Sweden and other countries, are invited to pose a real problem. To create a creative atmosphere the participants are given full freedom in their approach on the problems. We have organized this day yearly since 2017 and the evaluations gives proof that gifted people flourish when engaged in such open-ended opportunities. In addition, the one-day work of the participants give industry important input on the posed problems, and sometimes the problem is given a solution. An important result of the day is the perceived joy the participants express for coming together with like-minded individuals and opportunity for challenging thinking. In our presentation we will present guidelines on how to set up a day like this. We will also present a summary of the event’s evaluation based on the seven years the MiMM day has been running.

In 2023 the first large ECHA training started in Sweden, and in Scandinavia, through Karlstad University. In this presentation we will share how this program for an ECHA certificate is arranged. An important part is the so called Treffekt® which is an agreement between Karlstad University, the employer, and the participant of the training. Through Treffekt® the school leaders agree on supporting the participant throughout the training, and to plan for how to use the new competence. The training for an ECHA certificate is divided into three courses (15  ECTS). The first course is theory building in which the participants read, discuss and have workshops on different themes relating to high ability. In the second course they plan for an upcoming research study. In the final course the participants implement their study and scientifically explore their outcomes. The product is a scientific report about the study. We expect those products to become rich material that also benefits other schools and regions in Sweden and perhaps also for other countries. Ongoing offerings of the courses and collation of these reports will contribute to a valued body of work which in turn can transform local policy and practice.

This presentation reports on a study on upper secondary school students’ opi-nions and views regarding an online enrichment in mathematics. Interviewswere conducted with seven participating students, who express that the enrich-ment deepened their mathematical knowledge, in line with the fact that learn-ing requires challenges. They enjoy to always have a challenge to work on andalso freedom to decide when to work on it, which connects to the description ofmathematically highly able students as autonomous. Several students explicitlypoint out that they like that the work was not graded. Students differed in termsof working alone or with peers. The online enrichment offered mathematicalchallenges for most students, but some would have liked even more difficulttasks. Their involvement differed depending on other school work.

In mixed-ability classrooms that are common in Swedish upper-secondary school, as well as in other Nordic countries, particularly gifted learners (Skolverket, 2015) are taught alongside all other students (Mellroth et al., 2021) leaving individual teachers with limited time to create enrichment. In what way can enrichment offered online, parallel to regular classes, be used to support the learning development of these learners? In a small-scale project, upper-secondary school students were offered an asynchronous online enrichment program. The program was led by a specialist lecturer at the school (second author) who started by a short meeting individually with each student (self-nominated or identified by their regular teacher). Then, a task aiming to challenge the specific student was uploaded to the student’s individual OneNote. For some tasks, students could choose to reveal guiding questions further, the chat function could be used to pose questions. Once completed, the student uploaded the solution and notified the lecturer who then uploaded a new task and afterwards provided feedback on the solution. The students were allowed to work with the tasks during regular mathematics classes but decided themselves on the pace and timing. The flexibility of the program offered the students an opportunity to adjust to their own needs and desire (Mellroth & Szabo, 2022). Some students worked on a regular basis with the tasks; others only occasionally. Thus, the daily challenge (Rogers, 2007) was offered continuously and consistently and the autonomy of the students (e.g., Leikin & Sriraman, 2017; Szabo, 2017) was accounted for. The students could either write their solutions directly in OneNote, or upload pictures of handwritten solutions. For the lecturer it gave the opportunity to give detailed and personalized feedback. Consistent with research stating that these students gain specifically from straightforward feedback (Leikin & Sriraman, 2017; Szabo, 2017). The online environment also enabled to effectively offer instructional differentiation as suggested by Szabo (2017) as the lecturer easily could adapt comments or offer alternative solutions despite the students going through the program at a different pace. In-depth interviews with the participating students are planned, to investigate their perceptions of stimuli and support through the online enrichment program. Leikin, R., & Sriraman, B. (Eds.) (2017). Creativity and giftedness – Interdisciplinary perspectives from mathematics and beyond. SpringerMellroth, E., Bergwall, A., & Nilsson, P. (2021). Task design for differentiated instruction in mixed-ability mathematics classrooms: Manifestations of contradictions in a professional learning community. Mathematics Teacher Education and Development, 23(3), 78–96. Mellroth, E. & Szabo. A. (2022). Talented upper secondary student’s perception of online mathematical challenges. In S. A. Chamberlin (Ed.) On the Road to Mathematical Expertise and Innovation. Proceedings MCG 12. (pp. 311 – 313). VTM-Verlag.Rogers K. B. (2007). Lessons learned about education the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382-396.Skolverket (2015). Särskilt begåvade elever – stödmaterial.Szabo, A. (2017). Matematikundervisning för begåvade elever – en forskningsöversikt. Nordic Studies in Mathematics Education, 22(1), 21–44. 

KLiMaT-projektet är en del av Örebro kommuns skolutvecklingssatsning Topp 25 2025 och har haft som syfte att producera kunskap om hur effektivt och ändamålsenligt kollegialt lärande kan organiseras och genomföras i matematikämnet. Det specifika ändamålet har varit att lärare ska kunna möta elevers olika behov. Åtta matematiklärare på Tullängsgymnasiets teknikprogram har utvecklat en problembank med utmanande introduktions- och fördjupningsuppgifter i matematik. Två forskare från Örebro universitet har varit knutna till projektet.

Projektet har organiserats i samråd mellan lärarna, forskarna och skolledningen och har under projekttiden anpassats efter de lokala förutsättningarna. Viktiga utgångspunkter har varit lärdomar från KLÖS-projektet och från Matematiklyftet. Allt arbete har dokumenterats och kompletterats med intervjuer med deltagande lärare. Nedan sammanfattas de viktigaste lärdomarna.

Att ge lärare möjlighet att tillsammans utveckla uppgifter med det uttalade syftet att de ska utmana alla elever, har potential att utveckla lärares beredskap att möta elevernas olika behov. Men för att det kollegiala lärandet ska bli effektivt, ändamålsenligt och hållbart över tid, så är ett antal förutsättningar avgörande:

• Dedikerad tid: Lärarna behöver stöd i form av tid. Den ska finnas på schemat och aldrig konkurrera med andra arbetsuppgifter.

• Relevans: Lärarna behöver få fokusera på sådant som är relevant i närtid för deras egen undervisningspraktik. Detta kan möjliggöras genom att de får arbeta tillsammans med kollegor med liknande undervisningsuppgifter och genom att de själva får välja inriktning på utvecklingsarbetet.

• Ämneslag: Det är en stor fördel om lärarna är organiserade i ämneslag. Då har de ämnesdidaktiska samtalen en reell möjlighet att leva vidare även i dagliga informella möten lärare emellan.

• Deltagande: Alla lärare på skolan bör alltid vara delaktiga i kollegialt lärande.

• Långsiktighet: Innehåll, mål och genomförande i/för/av kollegialt lärande bör diskuteras/beslutas/organiseras med god framförhållning och åtminstone i ett läsårsperspektiv.

• Ledare: För att arbetet ska bli fokuserat och systematiskt behöver någon ha en uttalad ledarroll. Det är en fördel om den personen finns utanför lärargruppen.

Dessa förutsättningar är troligen viktiga oavsett undervisningsämne och ändamål. Det de har gemensamt är att de inte kan uppfyllas av lärarna själva. Det är rektor/skolledning som aktivt och kontinuerligt måste se till att de realiseras. Med utgångspunkt från lärarnas egna tankar ger vi förslag på en modell för genomförande av kollegialt lärande med potential att uppfylla dessa förutsättningar.

När det gäller det specifika ändamålet att möta alla elevers olika behov i matematikundervisningen så visar det här projektet att arbetet stödjs av att lärarna gemensamt utarbetar verktyg, uppgiftsanalysverktyg och observationsprotokoll i KLiMaT, som

• sätter fokus på, karaktäriserar och kan användas för att analysera centrala egenskaper hos de aktiviteter som ska utvecklas,

• synliggör dilemman och motsättningar mellan de olika mål man vill uppnå.

I KLiMaT har det kollegiala lärandet kring matematikundervisning resulterat i en problembank med 13 utmanande uppgifter, kopplade till kurserna Matematik 1c, 2c, 3c, 4 och 5, som på sikt kommer att bli tillgänglig för andra lärare via en webplattform.