Gifted students, approach to task and peer relationships during math tasks

The present case study of a pair of primary school children explores their approach to tasks during the execution of challenging math tasks, particularly logic problems and the so-called impossible problems in an extracurricular context. The observation methodology was active and intentional and conducted by tutors using prompts aimed at generating change in the way the task was handled. Video observations and field notes were used to track, interpret, and collect information on verbal and nonverbal behaviours. The work highlights the impact of the schooling process on task approach, leading to the adoption of rigid patterns in the performance of mathematical tasks in gifted children. We also highlight the strategies and styles they adopt and the importance of peer interaction within activities on common interests. Finally, we want to emphasize the importance of the role of mediation and promotion of divergent thinking played by the adult mentor/tutor even in peer tutoring activities with gifted children.