Pedagogical conditions for creativity development in mathematically gifted elementary students

Abstract

The paper considers the problems of creative ability development in mathematically gifted children of elementary school age. The conceptual meaning of the notion "mathematical giftedness" is clarified and its pedagogical interpretation in the context of elementary-school age characteristics is analyzed. The criteria, indicators and levels of creativity development in schoolchildren underlying potential mathematical giftedness are determined. It is substantiated the psychological and pedagogical conditions for creativity development in mathematically gifted elementary school students. The methodological framework aimed at their practical provision is presented. It is described the experimental research carried out at the formative stage of the experiment together with its result analysis.