This paper summarizes and critiques the empirical research of the 1970s and 80s on identification processes and descriptions of mathematically gifted students. Most research centered on precocious students who score well on tests. Largely overlooked are other gifted students with potential in mathematics. We suggest that future research focus on the identification of these students and on the contributions of home environments and spatial abilities, problem-solving strategies, and attributions for success of all G/T students in whatever manner they are defined.
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