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In this chapter, I want to capture what it is like to be young, gifted, and Black in America. My theoretical perspective is that of a motivational psychologist, so I focus on how contemporary approaches to motivation research can shed light on giftedness in African American adolescents. I organize my discussion of African American gifted adolescents around overarching questions about "can" and "want." In framing my discussion, I focus on both the normative challenges of adolescence relevant to giftedness as well as the unique challenges that gifted Black adolescents are likely to encounter. To do this, I must cast a broad net and begin with factors that are unique to the everyday lives of people of color. Everything that I write in this chapter is shaped by the recognition that many racial and ethnic minority groups in contemporary America are positioned at the bottom of a status hierarchy wherein barriers to opportunity often override personal strivings for achievement. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In an ideal world researchers and educators could collaborate to compile a definitive and exhaustive list of characteristics of gifted learners, which then could be used to guide identification, teaching strategies, and curriculum selection for this population. Unfortunately, no such list can or should be created, for one of the unifying themes in research on characteristics of gifted learners is, in fact, the great diversity among them. Gifted and talented learners are not a homogeneous group; to the contrary, they are varied and unique. Despite this diversity, research suggests that there are a handful of traits that may occur with greater frequency in gifted learners than in the general population. In this chapter, some of these characteristics are discussed, with the caveat that it is not the intention to provide a checklist by which students may be identified as either "gifted" or "not gifted." Rather, the intent is to provide educators with an overview of characteristics that may be present in some gifted and high-ability students, and to illustrate how these characteristics may vary based on a variety of factors, including gender, sociocultural group, the presence of a hidden or overt disability, age, and whether a student is achieving or underachieving. By discussing the heterogeneity associated with gifted and talented learners, this chapter may be useful to educators attempting to look beyond rigid stereotypes to more diverse and flexible conceptions of giftedness in a broad spectrum of children and young adults. To begin, the following illustrative case studies are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

It had been said by many educators of the gifted that it is easier to define what differentiation of the curriculum is not than it is to define what differentiation of the curriculum is. Over the years, the concept of differentiating the curriculum for gifted students has changed commensurate to the changes in the definition of giftedness, the contemporary emphasis in general education, and the political and parental responses to general and gifted education. The many definitions of differentiation have resulted in the term becoming a referent for any learning experience that attends to individual differences. In reality, differentiation can be defined by the who—the learner and his or her needs, interest, and abilities; the what—the content and skills of the subject matter to be taught; the how—the pedagogy to be used to teach the content, skills, or both; and the where—the setting, grouping, or both needed to effectively implement the curriculum (the what) to the learner (the who). The original need to differentiate the curriculum for gifted students was based on the recognized strengths of these learners and the acknowledged inadequacy of the regular or core curriculum to meet these needs. The discrepancy theory assesses the core curriculum against the traits of gifted students in order to determine the missing curricular elements that would be responsive to the needs of students. This comparative analysis between the needs, interests, and abilities of gifted students and the content, processes, and product components of the core curriculum traditionally justified the purpose for a differentiated curriculum. To the degree that the core curriculum correlates with the defined attributes of gifted students, it is perceived as either appropriately or inappropriately differentiated. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The affective characteristics of gifted individuals, as well as the social and emotional needs related to those characteristics, have been well documented by researchers in the field of gifted education (Clark, 2002; Cohen & Frydenberg, 1996; Cross, 2001; Delisle,1987; Roeper, 1995; Silverman, 1993). However, despite the evidence and support provided by the literature, proactive attention to the affective domain is still overlooked in many schools unless that attention is in reaction to some overt problem identified by teachers or the administration (Peterson, 2003). Addressing the affective domain within the curricula is appropriate for all students, but it is essential for gifted students whose affective traits may include divergent thinking, overexcitabilities, sensitivities, perceptiveness, and entelechy (Lovecky, 1992). In order to meet the program standards set forth by NAGC, gifted programs must incorporate the affective domain. Specific strategies to meet students' affective needs can be integrated into any subject area through individual activities, lessons, curricular units, or separate units. It is essential, however, that teachers who endeavor to address the affective aspects of giftedness be willing to follow up on issues that are inadvertently revealed. Whenever classroom activities touch upon the affective realm, it is important to remember that most teachers are not trained counselors. Teachers may not be prepared for all that is disclosed. A support system must be in place in the form of school counselors, school psychologists, and/or therapists. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

My perspective on an affective curriculum in education for gifted students is colored by my clinical experiences as a counselor, including those as a counselor of gifted children, adolescents, and adults. During my last 5 years as a teacher in K-12 education, I directed a complex program for gifted high school students, which included an emphasis on affective concerns (Peterson, 1990). Ten discussion groups per week, geared almost entirely to social and emotional development and involving 115 students per year, taught me a great deal about nonacademic concerns of highly able students. The program actively sought out gifted underachievers, who became approximately 30% of total participants and were articulate contributors in the groups as well. Later, I facilitated several similar groups for diverse gifted middle school students, counseled gifted children and adolescents and their families in a clinic geared to giftedness, and also worked with medical students and others with high ability in private practice. The individuals I met while doing ethnographic research on perceptions of giftedness in nonmainstream cultures educated me further. I also sometimes encountered gifted individuals as a counselor in two substance-abuse treatment centers, in an alternative school for expelled high school students, and as a substance-use evaluator in a K-12 school district. Currently I prepare counselors for work in K-12 schools and advise and supervise many highly capable graduate students. These varied clinical experiences with gifted individuals inform this chapter. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter focuses on the influence of multiple intelligences (MI) theory in special and gifted education in Australia. In both contexts, the MI impact is evident in changes of teachers' attitudes and practices toward these students. In gifted education, MI has provided a means to more broadly define and identify giftedness in students across all economic and cultural groups. It has also influenced the design of curriculum materials for gifted students. In special education, MI teachers have transcended a deficit approach; they have become more positive toward students and recognize a wider range of learning potentials. Through the framework provided by MI theory, teachers have learned to genuinely value and appropriately respond to the diversity of learners in integrated Australian classrooms. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Research shows that gifted girls, in general, are underserved and their talents underidentified. This insightful resource helps educators discover and strengthen, gifted female students' potential and promote their healthy intellectual, psychological, and emotional growth. Each chapter examines a different aspect of female development, provides a reflective exercise for applying the material to professional practice, and presents helpful strategies for teachers, counselors, and parents. This vital guide includes appendices of mentoring programs, curriculum enhancers, Web resources, and research on the importance of fostering female gifted education, giving voice to gifted females and their unique developmental needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Gifted students often develop faster intellectually then socially and emotionally, resulting in feelings of isolation or inadequacy. This book provides educators with a window into the world of the gifted child, discusses how to develop the talents of gifted children with consideration for their unique needs, and suggests ways to help great kids become greater. Written by gifted education expert Dorothy A. Sisk, this practical resource offers techniques, strategies, and lessons to help gifted students bridge the gap between their cognitive and social-emotional development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This study focused on the design, development, and implementation of a high school intervention program for underachieving gifted Latinos. The first of its kind for gifted underachieving Latinos in a comprehensive urban high school; the program was an important initial step toward addressing underachievement with this specific type of student. The study hypothesized that if gifted underachieving students were monitored, given guidance and support from an adult in a forum where they could receive the support and encouragement of their peers, the work habits and achievement of participating underachieving gifted students would improve, without receiving any academic assistance. I designed and implemented an intervention of 11 sessions over 13 weeks. Using a mixed methods approach, I collected data from students, teachers and mentors, and I analyzed marks in three subject areas and for work habits, including cooperation, discipline and attendance. The analysis of data also included a pre-post survey and reflections and journals gathered from participants and mentors. Findings showed that student academic grades, and their corresponding work habits and cooperation grades, as reported by teachers, showed little statistically significant change. Further, participants revealed a poor understanding of their giftedness, which contributed to their low self-expectations. Some challenged the label of "underachiever." However, students did self-report making changes in behaviors conducive to academic improvement, and these findings were statistically significant. For example, with respect to self-regulation and motivation, students reported they were more likely to check their assignments or put effort into their work. Overall, the data showed that mentors and participants alike wanted to continue working together. This study showed that in a period of 13 weeks (through 11 sessions) the underachieving gifted Latino can learn to identify successful behaviors and self-report greater engagement in academic activities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In Texas, economically disadvantaged students account for 57% of the total population, but comprise only 23% of the population identified as gifted according to a study conducted by the Texas Equity and Excellence Task Force (Slocumb and Olenchak, 2007). This study employed a mixed-methods research design and employed the Tomlinson and Callahan model for gifted program evaluation (1994) in order to evaluate the methods for identifying gifted students in 18 urban Title I elementary schools in Texas. Quantitative research methods were used in order to evaluate which of the research-based identification methods rated highly by a panel of experts in a prior study (Furman, 2006) were used in the gifted programs. Qualitative research methods were used in order to explore the perceptions that key school personnel involved in the identification process at the Title I campuses hold regarding how this process is implemented in their campuses. Data were collected through a questionnaire of school district gifted program directors and/or submission of electronic materials regarding the identification process, and interviews with gifted program administrators at each of the Title I campuses in the study. The results of this study suggest that campus administrators at schools with high populations of low socioeconomic students be given more authority to place students in the gifted program that may not achieve set cutoff scores on standardized testing, but show the potential to be gifted. Additionally, parent training should be provided so that parents can understand the identification process and the value of having their children in the gifted program. School personnel should also be trained in the different cultural and socioeconomic manifestations of giftedness. There should also be shift away from identifying fully-developed skills as evidenced by the results of standardized testing to the identification of gifted potential through the results of the collection of more qualitative measures. Placement decisions should be made using a case study approach where placement is made on the merits of individual students rather than by following prescribed cutoff scores. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The study of reflection and reflective thinking has a long history in research on teaching and learning. However, in the assessment of gifted students, quantitative measures are generally utilized; these tend to measure only what is observable and discount affective aspects of learning. This study argues that intellectually gifted children, in particular, are not well understood in terms of how they conceptualize or "come to know" mathematics. To explore these phenomena, the researcher applied the portraiture method with three mathematically gifted students in seventh grade. Subjects were selected who had, in the fifth grade, written mathematics autobiographies in which they described their views of mathematics. The study was conducted at the Arrow University Campus Schools (a pseudonym) for intellectually gifted students. Data collection procedures included a review of institutional and student records, a written statement by each subject and his or her parent, and open-ended, semi-structured interviews. Each subject was interviewed three times for l-2 hours each; a parent and the student's current mathematics teacher and available former mathematics teachers were interviewed once each for 30-40 minutes. Finally, the researcher observed each student during three mathematics classes. Themes emerged from the various data sources and were triangulated to yield an in-depth portrait of each subject's conceptualization of mathematics. It was found that parents equated potential for adult success to IQ measured at a very young age, and that students enjoyed and were empowered to reflect on their conceptual views of mathematics (Nickson, 2000). Emergent themes appeared to support multidimensional conceptions of giftedness and intelligence. Overall, the research supported McLeod (1992) and Lester's (2000) arguments on the importance of implementing alternative qualitative research tools to uncover students' mathematics beliefs and experiences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Although the underrepresentation of minority students in gifted programs has been acknowledged in the literature for many years, serious attention has only recently been directed to the educational concerns of gifted students whose native language is not English. It was hypothesized that giftedness of English language learners (ELL) will manifest in ways that are embedded within and that emphasize the students' linguistic, ethnic and cultural backgrounds. Therefore, assessment and referral practices should aim at inclusiveness of culturally-based characteristics of giftedness. Research was conducted in Mexico and with Mexican immigrants in the U.S. Qualitative interviews with Mexican residents and Mexican immigrants were conducted to establish a definition of giftedness within the Mexican culture. Analysis using Grounded Theory and the Constant-Comparative approach provided three components to the definition of giftedness in the Mexican culture: cognitive, behavioral, and social. These constructs are minimally commensurate with traditional United States definitions of giftedness. Additional qualitative interviews with teachers in the United States were conducted and analyzed using consistent methodology. Teachers had limited knowledge of conceptualizations of giftedness within traditional and ELL populations, did not endorse most conceptualizations of giftedness that were endorsed by Mexican participants, had never referred ELL students for gifted identification, and viewed their role as disconnected from the teaching and identification of gifted students. The implications of the study include increased consideration of the current gifted identification and assessment procedures used by school corporations, the need to increase ELL parental awareness of gifted education services due to cultural differences between the educational systems, and the need for additional teacher training and cross-discipline collaboration related to gifted services. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Written as an autoethnography, this study explores the experience of six academically achieving gifted high school students alongside my experiences as a school counsellor working with gifted academic achievers in the Province of New Brunswick. Recent research in the area of gifted students suggests that high achieving students are at least as well adjusted as any other student in life; however, research also suggests that gifted students have a distinct set of qualities that may complicate their ability to set goals and to remain resilient against adversities. Research in the area of hope suggests that students with higher levels of hope indicate more satisfactory levels of academic achievement and greater competence in interpersonal relations than compared to students with lower levels of hope. Although hope has been studied in educational settings, researchers have not examined hope and how hope may be maintained with achieving gifted students who face the inevitable challenges that competition and high achievement in school impose on a regular basis. Interactive interviews, systematic self-introspection, and retrospective observations were used to collect data detailing accounts concerning how academically achieving gifted individuals described their educational encounters and their experiences of hope on the educational landscape. Reflections from the participants are laid alongside my own accounts of hope and giftedness in high school education. Descriptions are presented as interwoven narratives and include my current thoughts as a researcher, my past experiences and observations as a school counsellor, and my understandings of the participants' stories. Several key ideas emerged from the collection of data. Hope for these six gifted academically achieving students was described as a dynamic and energetic sense of confidence about their own futures. Early high school years (grades nine and ten) often served as a meaningless period in their educational careers that stifled their hopes. Enriched classes and independent studies in later years (grades eleven and twelve) offered students hope in their learning, because the independent learning style often focused on application and exploration of knowledge which made the learning process more meaningful. Further, these academically achieving students often felt as though their hope was challenged as they struggled to belong and fit-in with their peers, evaluated their performance against their peers on a regular basis, and attempted to manage the pressures from teachers, parents, and themselves. These struggles often led the students to believe that their marks defined them, restricted what was possible, caused the students to dissociate from the learning process, and overshadowed meaning and hope within the classrooms. Possible implications for teachers, parents, school counsellors, and academically achieving gifted students are offered and implications for further research are suggested. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study conducted a cross-validation of the Learning Style Inventory (LSI) version 3 - ES (Renzulli, Rizza, & Smith, 2002) and compared the preferred learning styles of gifted and general elementary students in Korea and the United States. The LSI was translated from English into Korean, translated back into English, and then submitted to a committee of experts for review. The Korean version of the LSI was administrated to 1,017 Korean students in grades 3 through 6. U.S. data was obtained from the authors of the original LSI. The results indicated that the scales possessed acceptable internal consistency estimates for both Korean and U.S. data. The confirmatory factor analysis (CFA) for Korean and U.S. LSI scores yielded good model fit of the data. Multi-sample confirmatory factor analysis (MCFA) revealed the same structure across Korean and U.S. groups for the LSI scores but did not provide evidence for perfect measurement equality across groups. The results of multivariate analysis of variance (MANOVA) for giftedness by nationality revealed statistically significant differences between gifted and general student groups in learning style preferences, as well as nationality differences. The results of a discriminant function analysis (DFA) demonstrated that Peer Teaching, Drill & Recitation, and Instruction through Technology contributed to discrimination between the gifted group and the general group and that Instruction through Technology, Direct Instruction, Simulation, and Independent Study were statistically significant predictors between the Korean and the U.S. groups. This study suggests that LSI yields valid and reliable scores regarding the learning styles of Korean and U.S. students, and thus can be used for cross-cultural research. The results can be applied to instructional techniques on constructs important in gifted education. Additionally, this study provides data regarding how gifted and general students differ in their learning styles. Furthermore, this study may support educators’ understanding of different student responses to various cultural contexts and help them devise more effective instruction that engages a wider range of gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The low representation of culturally, linguistically, and ethnically diverse (minority) students in gifted programs is a national concern. This study examined the numbers of minority students in one suburban school district in Arizona. The research focused on the percentage of minority students identified and served in the gifted program to assess the district's representation of their student population. Five schools were selected for inclusion in this study. One school was selected for in-depth analysis. The intention was to determine ways to increase the identification of minority children with high potential and those students who demonstrated exceptional talent and ability. Once nominated or recruited for the program, students were provided supplemental educational experiences that involved advanced learning opportunities designed to help them fully realize their abilities. The purpose of the study was to examine the role of ethnicity in participation rates of students in programs for gifted learners; to explore possible inequities in the identification rates of minority students and to make recommendations for future study. Based on the findings, minority students can be recruited and properly served in programs for gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This Indigenous research project foregrounds the voices of Hupa, Yurok, and Karuk tribal members who reside on the Hoopa Valley Indian Reservation (HVIR), located in northern California. In an effort to shift the paradigm of education from monological to multilogical; characteristics, qualities, and endeavors that are important to the HVIR community to teach to their children are explored. This study broadens the definition of giftedness, supports the development of transformative knowledge, and validates Indigenous epistemologies by exploring the following research questions: What is giftedness as defined by the HVIR community? What characteristics do HVIR community members identify as indicative of giftedness? How is giftedness illustrated in the community? How does the HVIR concept relate to a set of core attributes associated with giftedness? Indigenous knowledge and the HVIR philosophy and ways of knowing, ground this research. The study design reflects an Indigenous methodology from an HVIR context, while utilizing Seidman's three-part interviewing methods. Data sources include a pilot program, 230 surveys, 23 interviews, and a focus group. Research findings conclude that the HVIR concept of giftedness can be defined through k'winya'nya:nma-awhiniw ("the human way"); to live in balance and harmony with the world, have honor and respect for community members, the environment, ceremony, ancestors, and the creator. Giftedness is illustrated through niltsit (inherited gift), xoL-diniL'ay (learned gift), and contribution. Similarities between the HVIR attributes of giftedness and mainstream attributes of giftedness include: creativity, artistic ability, contribution, task commitment, and interest. Differences in attributes include: intellectual ability, IQ tests, and individualism. A distinct relationship between HVIR attributes of giftedness and attributes of other indigenous groups is clearly evident. This Indigenous research project provides a knowledge base for Native American teacher preparation programs, tribal education programs, public and private school systems, gifted and talented programs, school site councils, researchers, and curriculum developers to advance culturally-based, community-based, and language revitalization teaching strategies. In addition, the development of transformative knowledge is supported by creating a space for Indigenous knowledge in the educational system. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The problem examined in this study is that African American students remain underrepresented in the public education system’s gifted and talented or gifted programs because of nomination, assessment, and identification procedures (Bonner, 2005; Ford & Moore, 2005; Joseph & Ford, 2006; Huff, Houskamp, Watkins, Stanton, & Tavegia, 2005; McGlonn-Nelson, 2005; Nugent & Shaunessy, 2003; Villarreal, 2004). The purpose of this qualitative phenomenological study was twofold. First, the purpose was to examine the lived experiences of 12 regular classroom teachers and 11 African American parents who participated in the nomination of African Americans for programs. Second, the purpose was to determine their perceptions of the nomination, assessment, and identification processes in relation to the underrepresentation of African American students in gifted programs. Based on a gleaning of pertinent themes and patterns within the research participants’ responses, factors contributing to the underrepresentation of African Americans in gifted and talented programs include: (a) misperceptions regarding a student’s race and ability; (b) the lack of parent awareness programs about issues related to gifted and talented education; (c) the need for professional development training related to the needs of minority gifted students; and (d) issues related to testing and assessment instrumentation. Recommendations to key educational leadership stakeholders (federal, state, and local education agency leadership) are to: (a) adopt a unifying Federal Government definition of giftedness for all states and inclusive of student groups underserved; (b) assess gifted and talented program effectiveness; and (c) create professional and staff development programs for K-12 educators. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The objective of the study is to validate the CAS Basic Battery for Arabic-speaking children, ages 5.0-7.11 years on a sample population of 49 (21 males, 28 females) Arabic-speaking, Palestinian students, and to cross-validate this with a matched sample of English-speaking, American students (retrieved from the test standardization sample). The Arab participants were recruited randomly from Arab towns and villages in central Israel through a pedagogical center that serves over 3,000 minority Arab students. Data will be analyzed using SPSS 16.0. Cronbach’s alpha was used to obtain reliability coefficients for all subscales within the CAS measure, and a dependent t-test was used to examine differences in the means between the standardization (American) and the Arab samples. An independent t-test was also computed to examine if significant differences exist between the two independent samples (Arab sample = 49 vs. the total American standardization sample = 1,200). Finally, analysis of variance (ANOVA) was computed to examine the interaction effect of each of the following variables with the Arab sample: age, gender, and parental education attainment. The validation of CAS provides culturally fair and verbally limited measures of ability for Arabic speaking population. Validated CAS is also an effective measure to identify disorders of basic psychological processes central to the definition of learning disability and to facilitate the identification of Attention-Deficit/Hyperactivity Disorders, Traumatic Brain Injury, Learning Disabilities, Mental Retardation, and Giftedness. The selection of the population as the focus of the research results from the principal investigator’s background and of the need for more culturally fair measures to serve the Arab school-aged population. A review of the literature reveals an increasing recognition of the need for the development of these measures, yet it remains an underdeveloped area of research within the Israeli Arab-community (JDC-Brookdale Institute Disability research, 2000). In essence, this study advocates for the new development of culturally fair intellectual measures that are psychological process driven rather than general ability driven to better assess intellectual abilities. Validated in Arabic, the CAS – Arabic Edition will serve as a reliable measure and a resource for mental health professionals serving this community, policy makers, and other key stakeholders. In addition, the findings of this study can serve as a point of departure for interested researchers interested in expanding this work in future research activities. Another priority of this present research is to facilitate the identification of children with special needs to receive correct diagnoses, appropriate placement, and ultimately a proper education. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The quantitative study was designed to compare variables that may be applied toward the development of a training process for lay leaders in the United Methodist Church. Specifically, the study was guided by the questions: (a) based on whether leadership training participants completed a self-administered spiritual giftedness inventory and a self-administered leadership and interactive styles inventory prior to training; what difference, if any, exists between responses to the pre-test leadership questionnaire and the post-test leadership questionnaire? and (b) based on the results of a self-administered spiritual giftedness inventory and a self-administered leadership and interactive styles inventory; what difference, if any, exists between responses to the pre-test leadership questionnaire and the post-test leadership questionnaire? A total of 51 lay leaders, from a population of 130 within the North District of the Texas Annual Conference of the United Methodist Church, participated in the study. Each was randomly assigned to one of two groups. Both groups received training related to leadership. The treatment group completed a spiritual giftedness inventory and a leadership and interaction styles inventory prior to training, and the control group did not. Pre-test and post-test leadership questionnaires were administered to all participants, and differences in responses from pre-test to post-test were studied. Analysis of data on an ordinal basis employed non-parametric measures to determine central tendency and dispersion. The study was limited in nature as all responses were self reported and not based on behavioral observation. Results indicated a greater difference in pre-test and post-test responses for the group completing a spiritual giftedness inventory and a leadership and interaction styles inventory prior to training, when compared to the group that did not. A .05 significance level was used and statistical significance was achieved at 95%. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Gifted students of mathematics served through acceleration often lack the opportunities to engage in challenging, complex investigations involving higher-level thinking. This purpose of this study was to examine the ways mathematically gifted students think about and do mathematics creatively as indicators of deep understanding through collaborative work on four open-ended tasks with high-level cognitive demand. The study focused on the mathematical thinking involved in students' construction of mathematical understanding through the social interaction of group problem solving. This case study used ethnographic methodology within a social constructivist frame with gifted education and sociocultural contextual influences. Participants were 15 gifted students in an 8 th-grade gifted geometry class. Data collection included field notes, student artifacts, student journal entries, audio recordings, and reflections. Transcribed audio recordings were segmented (Tesch, 1990) into phases of interaction, coded by function, then coded by levels of exhibited mathematical thinking from observable cognitive actions (Dreyfus, Hershkowitz, & Schwarz, 2001; Williams, 2000; Wood, Williams, & McNeal, 2006), and analyzed for maintenance or decline of high-level cognitive demand (Stein, Smith, Henningsen, & Silver, 2000). Interpretive data analysis was connected to data analysis of transcribed recordings. Results indicated social interaction among students enabled them to talk through the mathematics to understand mathematical concepts and relationships, to construct more complex meaning, and exhibit mathematical creativity, inventiveness, flexibility, and originality. Students consistently exhibited these characteristics indicating mathematical thinking at the levels of building-with analyzing, building-with synthetic-analyzing, building-with evaluative-analyzing, constructing synthesizing, and occasionally constructing evaluating (Dreyfus et al., 2001; Williams, 2000; Wood et al., 2006). The results of the study support the claim of a relationship between mathematical giftedness and the ability to abstract and generalize (Sriraman, 2003), provide evidence that given the opportunity, students can construct deep mathematical understanding, and indicate the importance of social interaction in the construction of knowledge. This study adds to the body of knowledge needed in research on gifted education, problem solving, small-group interaction, mathematical thinking, and mathematical understanding, through empirically assessed classroom practice (Friedman-Nima et al., 2005; Good, Mulryan, & McCaslin, 1992; Hiebert & Carpenter, 1992; Lester & Kehle, 2003; Phillipson, 2007; Wood, Williams, & McNeal, 2006). (PsycInfo Database Record (c) 2022 APA, all rights reserved)