Challenging mathematical tasks are important for all students’ learning processes, and the demanding job of finding and developing such tasks is preferably done through teacher collaboration. Using cultural-historical activity theory, we analyze three upper secondary teachers’ collaborative learning process in choosing and rejecting tasks for a collection of challenging tasks they have agreed to develop. They collaboratively chose one task to fulfil the criteria of challenging tasks; one task was rejected as it did not fulfil the criteria, and another was temporarily rejected as not all the teachers knew how to solve it themselves. The analysis revealed a positive and open atmosphere among the teachers, with content-focused discussion highlighting mathematical content and teaching related to the tasks discussed. While their discussion showed several signs of collaborative learning, whether their work will result in changes to teaching practice remains to be explored.

Developing tasks for use in mixed-ability classrooms presents teachers with several dilemmas. By making one such dilemma an explicit object of inquiry, this study aims to capture characteristics for challenging tasks suitable for introduction or enrichment. It is based on eight teachers’ collaborative and retrospective analysis of challenging tasks developed in a combined research and school development project. Among the results are the observation that introductory tasks should have an easy entry level and not require pre-knowledge of the upcoming concept, while an enrichment task should require relatively deep conceptual pre-knowledge. It is suggested that attention to seemingly contradictory features of introductory and enrichment tasks can fuel collaborative learning processes so that they include several important aspects of tasks aimed at challenging all students. Teachers’ verbalization of task characteristics is one outcome of such a process.

This article focuses on how prospective teachers can be educated in the field of mathematical giftedness. Three independently developed concepts are compared to deduce cornerstones of appropriate seminar concepts. As one main result, it seems that a combination of theoretical and practical parts is particularly important for a sustainable education in the context of giftedness.

This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

Inclusion of gifted education in teacher education is not common in Sweden or in many other European countries. As a result, many teachers lack knowledge of teaching highly able students. Most teachers do want to learn and develop this area of their teaching but, when teaching schedules are full, little time is available for ongoing professional development. A process in which professional development is intertwined with teachers’ daily work is needed, to ensure sustainable changes of practice. Teachers’ collaborative learning is an activity in which teachers collaboratively and systematically analyze their teaching, with the aim of developing their practice. This paper is based on an ongoing study, which explores how a group of mathematics teachers use principles of such collaborative learning to develop their own knowledge of educating and supporting students highly able in mathematics. This study indicates that collaborative learning provides a promising process for sustainable changes in teaching practice that can in turn provide highly able students with learning opportunities.

The poster shows how a role-play conducted by teachers can be developed through the methodology of educational design research. The role-play represents a classroom situation and is an instructional activity as part of a two-year long teacher professional development program. The implementation focuses on some of the features identified as important in an effective professional development. The aim of the role-play is to practice and deepen mathematics teachers’ knowledge and skills of stimulating mathematically gifted pupils higher order thinking. After the development of the role-play, the study can move forward and include; teachers’ change in instruction and pupil learning in order to study the effectiveness of the role-play as a part of a professional development program.

Detta kapitel kommer mest handla om de vanligaste av de ovanliga, det vill säga de 5-10 procent av eleverna som är särskilt begåvade och befinner sig i det vanliga klassrummet. Det kan vara svårt att som lärare planera undervisningen så att även dessa elever ges möjlighet att utvecklas i sin kunskap. I kapitlet kommer jag att presentera differentierad undervisning som en lämplig strategi att använda för att inkludera elever med särskild begåvning. Jag kommer att omsätta teori i praktik och ge exempel från olika ämnen och årskurser på vad det kan innebära att differentiera undervisningens innehåll, process, resultat och lärmiljö. Kollegialt samarbete och lärande är centralt för möjligheterna att implementera och utveckla en differentierad undervisning där alla elever inkluderas.

There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. Consequently, previous research does not support teachers in how to implement teaching that includes HAPs. This thesis aims to harness teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). By comparing pupils’ (n=264) relative achievement on two different tests, traditional and non-traditional, the first part of this thesis explores teachers’ possibilities to recognize MHAPs. The results show that pupils who achieved highly on the non-traditional test, but not on the other, have higher problem-solving competence compared to pupils who achieved highly on the traditional test instead. The second part presents a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks. The findings indicate that the developed tool can help teachers find suitable tasks for MHAPs. The final part uses positioning theory to analyze teachers’ (N=17) discussions and probe their perceptions on orchestrating teaching MHAPs. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education to meet MHAPs’ learning needs. Furthermore, the teachers perceived fewer rights than duties to orchestrate teaching for MHAPs’, for example, to continuously asses them. The studies in this thesis support teachers to orchestrate teaching including MHAPs in the diverse ability classroom. Both practice and research can be guided by what the teachers in these studies perceived as possible to do to orchestrate such teaching. Thereby support is given to teachers, from teachers, through research.

This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.

The purpose of this study is to investigate if chosen mathematical problems work as a support for the identification of children with high abilities in mathematics. The study aims to identify the children with these abilities, according to Krutetskii, in a concrete way. Another purpose is to inspire other teachers and leading persons within the school world, to support and stimulate children with high abilities in mathematics.

In a case-study, we follow a boy during the autumn term in the fourth grade. The study shows that the chosen mathematical problems work well to identify children with a high ability in mathematics. With several concrete examples, the study shows how theses mathematical abilities within the child are revealed in the work with problem solving as a mathematical activity. The joy and satisfaction the boy shows, when he succeeds in solving and understanding the mathematical problems that have challenged him, is also worth taking notice of.

Teacher observation has shown that some pupils achieve very high on the Kangaroo Competition test (KC) but very low on the Swedish National test in Mathematics (SNM). This study will investigate the number of pupils who have high achievement scores on the KC (top 10%) but low achievement scores on the SNM (bottom 50%). Individual results on the SNM given in grade 6 (age 12) will be compared to results on the KC given in grade 7; concerning approximately 700 individuals. Results will give an example of the quantity of mathematically able pupils who underachieve in School Mathematics in Sweden. Data interpretation will connect this study to international research concerning mathematical abilities and mathematical achievement among mathematically able pupils.

Detta är en rapport av ett skolutvecklingsprojekt som pågått från och med våren 2015 till och med våren 2017, det vill säga tre år. Projektets övergripande syfte var att möta den problematik som finns i svensk skola kring att elever med särskild begåvning ofta är understimulerade och ofta lämnas utan stöd och stimulans att vidareutvecklas i kunskap genom undervisning i skolan. Ett mer konkret syfte var att på vetenskaplig grund utveckla innehåll och undervisningssituationer i matematik för elever med särskild begåvning i matematik i det svenska heterogena klassrummet. Målet var att öka kunskapen hos skolpersonal om dessa elever, deras behov, styrkor och svårigheter, samt deras rättigheter. Ett mer detaljerat mål var att definiera vilken typ av innehåll som lämpar sig för elever med särskild begåvning, både med avseende på matematiska förmågor och specifikt matematikinnehåll. Ett ytterligare mål var att identifiera några typer av undervisningssituationer som är speciellt lämpliga för dessa elever i det vanliga klassrummet. Som resultat av projektet har 14 grundskolelärare i Karlstads kommun och en i Borlänge kommun utvecklat sin kompetens att identifiera elever med särskild begåvning i sina klassrum. De har också utvecklat sin kompetens i att möta dessa elever i undervisning. Lärarna uppger vidare att de har ändrat sitt tankesätt kring hur undervisning kan gå till, vilket lett till att de nu utmanar alla elever i klassrummet mer. Genom projektet har vi analyserat, utvecklat och i tre interventioner prövat tio matematikuppgifter. Denna rapport beskriver projektet och de utvecklade uppgifterna, som finns presenterade i rapporten, är ett sätt att sprida projektet vidare till andra pedagogiska verksamheter. Vår förhoppning är att rapporten kan hjälpa andra att utveckla sina verksamheter så att fler elever med särskild begåvning får stöd och stimulans att utvecklas vidare i kunskap genom undervisning i svensk skola.

The goal of the study was to investigate differences in how two groups of students activated mathematical competencies in the mathematical kangaroo (MK). The two groups, group 1 and 2, were identified from a sample of 264 students (grade 7, age 13) through high achievement (top 20 %) in only one of the tests: the MK or a curriculum bounded test (CT). Analysis of mathematical competencies showed that the high achievers in the MK, activated the problem solving competency to a greater extent than the high achievers in the CT, when doing the MK. The results indicate the importance of using non-traditional tests in the assessment process of students to be able to find students that might possess good mathematical competencies although they do not show it on curriculum bounded tests.

Denna artikel bygger på en historisk beskrivning hur undervisning av elever med särskild begåvade börjat ta plats i det svenska skolsystemet. Syftet med artikeln är att ge en bild av hur långt Sverige har kommit, i slutet av 2018, i utvecklingen av undervisning av elever med särskild begåvning. Det historiska perspektivet är tänkt att ge läsaren en bättre förståelse och bakgrund till lägesbeskrivningen. Artikeln avslutas med en kort summering, samt förslag på prioriterade satsningar för att lyckas med att etablera hållbara strukturer för undervisning av dessa barn och elever.

This text is a brief summary of two studies presented in my doctoral thesis. The aim of the studies was to capture teachers’ perspectives on orchestrating teaching of mathematically highly able pupils (MHAPs) in diverse classroom. Positioning theory was used to analyze teachers’ (N=17) discussions in the context of a long term (two-year, 120 h) professional development programme on gifted education. The results show that, when teachers connect theories of gifted education with their teaching expertise, they express possibilities and obstacles, but also rights and duties, in their professional task, to include MHAPs in classroom learning. The teachers express a duty to collaborate with colleagues to meet the learning needs of MHAPs. Differentiation and well-composed mathematical tasks are suggested as possible ways of catering for those needs. Through the lens of positioning theory, the results show that teachers have deep knowledge of what constitutes high ability and that they have the power to orchestrate teaching to meet the needs of MHAPs. Whether they can or do use this power, however, is a question yet to be explored.

Aiming to bring teachers' perspectives to research, teachers' (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals' acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils' learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms.

The construction of tasks is important to challenge pupils, but the exploration of pupils’ perceptions connected to their work with tasks, is rare. This paper presents the results of a study using a tool aimed at measuring pupils’ perception of joy and interest connected to ‘rich learning tasks’ by comparing the views of mathematically promising pupils and others. Two tasks were pre- and postevaluated, the first by 139 and the second by 106 pupils from grade 4-9. The results indicate that the tool is suited for the exploration of pupils’ views, especially as it can be deduced from the comparison that mathematically promising pupils perceived both tasks more positively than the other pupils, and that the non-identified pupils became more positive after working especially with one of the tasks.

Detta är en rapport från en forskningscirkel med syfte att fördjupa lärares kunskaper kring teorier om matematisk begåvning, och att leda lärarna i att vetenskapligt utforska sin egen praktik gällande att identifiera och stödja matematiskt begåvade elever. Genom utökad kunskap om matematisk begåvning och genom olika identifieringsmetoder kunde lärarna ana vilka elever som var matematiskt begåvade. Dock var ingen helt säker på att alla identifierade elever var matematiskt begåvade eller att de hade hittat alla begåvade elever. För att stödja de matematiskt begåvade i det vanliga klassrummet lades stor vikt på uppgifter. Lärarna observerade hur två utprövade uppgifter fungerade för identifierade respektive icke-identifierade elever. Identifierade elever upplevde båda uppgifterna mer positivt, de icke-identifierade blev mer positiva till framförallt den ena uppgiften efter att ha arbetat med den. Vi har bekräftat att fortbildning inom matematisk begåvning underlättar för läraren i arbetet med att upptäcka de matematiskt begåvade. Arbetet i forskningscirkeln indikerar även att den typ av uppgifter som användes, tilltalar matematiskt begåvade elever och verkar ha en positiv effekt gällande intresse och glädje för matematik även för de elever som inte blev identifierade.

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.

Design research och Cultural-Historical Activity Theory kommer i denna studie användas för att studera kollegialt lärande i matematik. Studien utförs med lärare som deltar i ett skolutvecklingsprojekt med ett delsyfte att utveckla undervisningen för elever med särskild begåvning. Forskningen syftar till att bidra med kunskap om kollegialt lärande som en hållbar utvecklingsprocess i en kommun.

The aim of this study is to investigate task design for differentiated instruction in mathematics inprofessional learning communities. Based on the cultural-historical activity theory, we conceptualizea professional learning community as an activity system and use the analytical construct ofcontradictions to give an account of structures that bring forward the teachers’ work. Eight Swedishupper secondary teachers, engaged in designing tasks for differentiated instruction in mixed-abilitymathematics classrooms, are studied. The analysis outlines three contradictions, manifested as threedilemmas, and shows how the teachers, by noticing a dilemma and making it an explicit object ofinquiry, came to address a diversity of issues related to differentiated instruction in mathematics. Forexample, the teachers addressed students’ different learning needs, problem-solving activities for amixed-ability classroom, and design of tasks that are challenging for all students. With input fromour findings on the three dilemmas, we then discuss the design of a task analysis guide as a meansfor facilitating the development of a professional learning community that is inquiry-oriented with astrong content focus on designing tasks for differentiated instruction in mixed-ability mathematicsclassrooms.

It has been shown to be problematic for teachers to use Krutetskii´s definition of mathematicalabilities to recognize mathematically highly able pupils (MHAPs). Aiming to concretize whatteachers can notice in pupils’ problem-solving processes, we connect a 10-year-old boy’s problemsolvingprocess to some of the abilities defined by Krutetskii. The results give clear descriptions ofwhat teachers can observe in pupils’ mathematical activities to notice their mathematical potential.We concretize, for example, how a pupil’s abilities to grasp a problem’s formal structure and togeneralize can be observed. To be able to notice MHAPs, teachers need research-based support onhow and what to observe in their pupils. Our proposed guide needs to be tested and validated toexplore if it will help teachers to notice MHAPs s and subsequently support their learning.

We argue in this paper that, with appropriate support, teaching of highly able learner can occur in diverse classrooms. We draw on a constructivist theory of learning and a differentiation paradigm (Dai & Chen, 2013). The claim that teachers can orchestrate teaching for highly able students in diverse classrooms is considered with evidence of our own and other data, warrant, backing, qualifier and rebuttal. Results from many studies have given knowledge of learning needs of mathematically highly able learners as well as of successful teaching to meet a diversity of learners. Drawing on our research, and work with school development, we share ideas about possibilities for teachers to support learning for all students, that is, including the highly able, within a diverse classroom. In particular, we advocate the possibilities from professional collaboration and our practice examples illustrate this claim.

Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly able pupils to go further in such tasks. However, they expressed their own limited mathematical knowledge and time needed for pupils with learning difficulties as obstacles to orchestrate teaching for the highly able. The results show that it is important to, in close cooperation with teachers, further explore how to orchestrate teaching that challenges highly able pupils.

There is a need to develop an infrastructure to support and maintain teaching that both challenge all students at their knowledge level and open up the possibility to applying mathematical knowledge in innovative and creative ways. Learning management systems (LMS) are widely used throughout the Swedish school system. However, recent studies shows that few teachers use this resource for teaching development, i.e., using LMS as an instrument to improve forthcoming lessons. In this poster a research proposal is outlined. The aim is to explore how LMS can be used as an instrument for differentiated instruction throughout the intertwined processes of planning, teaching, studying, follow up and assessment.

Mathematics meets industry day (MiMMR©Day) offers an orga-nized setup where companies pose challenges to applied mathemati-cians. The tasks are supposed to be tackled within one day. We brieflypresent the concept of the MiMMR©day and list the three mathematicalchallenges that were proposed during the 4th MiMMR©day organizedin Karlstad, Sweden, on December 15, 2020. This note should be seenas an invitation addressed to the industrial and applied mathematicscommunity to get actively involved in events of this type.

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.