The relationship between physical activity and physical abilities among academically gifted students is a topic of interest in both popular culture and research. This review examines the intersection of academic giftedness and physical activity, focusing on the definitions of academically gifted students, research methodologies employed, and the students' engagement with physical activity. The findings suggest that academically gifted students participate in physical activities, including organized sports, at levels comparable to their peers. However, some studies indicate that these students tend to have lower physical self-concept, which may influence their physical activity habits. There is considerable variation in the methodologies and definitions used to identify academically gifted students, including teacher and parent nominations and local identification processes. Notably, the research is mainly atheoretical, dominated by quantitative studies with cross-sectional designs, and no studies solely employqualitative approaches. The measurement of physical activity lacks scientific rigor. To advance understanding, future research should prioritize theoretically guided studies with stronger methodology and designs. This shift would provide deeper insights into the factors shaping the physical activity engagement of academically gifted students, the challenges they encounter, and the implications for their overall development and learning.

The Proceedings of the Fourteenth International Group for Mathematical Creativity and Giftedness (igMCG) Conference encapsulate the collaborative and scholarly efforts of researchers and practitioners in the field of mathematical giftedness. Held in Karlstad, Sweden, in partnership with the European Council for High Ability (ECHA), this joint conference allowed attendees to customize their experience by accessing sessions from both organizations. Four keynote speakers — Kirsi Tirri, Jan Kwietniewski, Jorryt van Bommel, and Tracy Reileym — shared diverse insights, with van Bommel’s full keynote included in the proceedings due to its specific focus on mathematicalgiftedness. 

The igMCG maintained its tradition of requiring full papers, distinguishing its contributions from ECHA’s abstract-based submissions. As a result, this volume includes only full texts from igMCG participants, in addition to keynote materials. 

The editorial team, led by Chair Elisabet Mellroth, expressed deep gratitude to contributors, reviewers, and organizing partners. Special thanks were given to Karlstad University, the City of Karlstad, Professor Valerie Margrain, and the Conference Department of Karlstad University for their crucial support. The editorial board’s dedicated work, along with the reviewers’ thoughtful assessments, ensured high academic standards and meaningful content. 

This conference introduced a new presentation type — short communications — widely used in Sweden, allowing presenters to share early-stage or design-focused research. In total, 41 submissions were received across various formats: 18 full papers, 13 short communications, 7 workshops, and 3 posters. All submissions underwent an open peer-review process, with feedback used to determine acceptance and guide revisions. Ultimately, 15 papers, 11 short communications, 7 workshops, and 4 posters were accepted, though some could not be included in the proceedings due to unforeseen global circumstances in 2025. The conference marked a milestone as the first igMCG conference hosted in Sweden and emphasized inclusivity, collaboration, and academic rigor in gifted education.

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.