Promoting knowledge acquisition by mathematically gifted pupils : A hermeneutic approach to exploring the current scientific research base for differentiation

Abstract: This thesis focuses on the current scientific research base for differentiation as a means for promoting acquisition of knowledge by mathematically gifted pupils. Specifically targeted were pupils in primary education, intermediate grades and secondary education. A hermeneutic approach for conducting literature searches was implemented in order to give a detailed account of the findings as well as to provide measures for the validation and reproduction of the results. A search for scientifically audited research with empirical value yielded two resources of direct relevance to the research question. The main results showed a consensus as to acceleration being a successful strategy for promoting acquisition of knowledge by mathematically gifted pupils. Supplementary results of high relevance to the research question strengthened the propositions manifested in the main findings with an emphasis on acceleration and grouping as successful, subject-agnostic strategies for increasing gifted pupils’ achievement. However, few resources with empirical value were possible to retrieve within the scope of this thesis. Thus, this thesis provides testimony for further research in order to more closely investigate the effects of differentiation within the field of mathematics and gifted education.