Mathematical gifted education in East Asia and the West: A comparative review and case study of Vietnam

Mathematical gifted education in East Asia and the West: A comparative review and case study of Vietnam

Hoang Phuong Hanh Vietnam Institute of Educational Sciences
Do Duc Lan Vietnam Institute of Educational Sciences
Bui Dieu Quynh Vietnam Institute of Educational Sciences
Vu Tuan Vu Thai Nguyen High School for the gifted
Le Anh Vinh * Vietnam Institute of Educational Sciences
This paper aims to sketch a comparative review of the education of mathematical talents between Eastern and Western countries. In this study, East Asia refers to countries such as China, Hong Kong, Japan, Korea, Taiwan, Singapore, and Vietnam, and the “West” refers to North American countries and Europe. Student achievement is determined by a variety of different factors and international comparative studies would seek to identify similarities and differences in educational policies and practices, unraveling the variables underlying the different practices. Within the scope of this text, the variables construed to be related to talent development include the traditional perception of mathematical giftedness, the identification regime, gifted curriculum and teacher capacity. The strengths and weaknesses of each of the systems will be discussed in light of educational perspectives regarding mathematical talent education. The second half of the text examines a specific case of Vietnam, a country with impressive achievements in international Math competitions. Discussion will focus on Vietnam’s mathematical successes and contributions in local and international contexts, as well as the future fostering of brilliant children in mathematics.
Gifted education
mathematics education
case study
comparative review
Vietnam Education

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