Appendix I: Behavioural Checklist_Mathematics (Primary)

1.

Purpose of the checklists

The checklists are compiled to help teachers gather information on
students characteristics so as to make preliminary identification of gifted
students in the mathematics domains.
Behavioural checklist is only ONE of the tools for identifying gifted
students. Users of the checklists should be reminded that these serve as
reference for teachers but NOT testing tools.

2.

Instructions
a) The checklists can be completed by the principal/deputy principal,
department heads, class teacher and related teachers. Any person
involved in the assessment should have known the student for at least
six months.
b) It is recommended that more than one rater be involved in assessing
each potential student and an average rating be derived.
c) Raters should spend time discussing their ratings and observations to
try to come up with a more objective result.
d) Raters need to complete one checklist for each student. Raters of the
same student should use the same scale for assessment.
e) The rating of each item should reflect the frequency of the students
particular characteristic or behaviour as observed by the raters.
f) Read each item and rate the student according to this 5-point scale:
(5) Always, (4) Often, (3) Occasionally, (2) Seldom, (1) Never
E.g. When an item is rated (5), it means, The student always or almost
always displays the characteristic. So on and so forth.
Upon completion of the checklist, teachers should focus on the number
of checked items in the Always and Often columns. For students with
more checked items in the Always column, the school may consider
adopting relevant approaches to cater for their learning needs (e.g.
enrichment, extension, acceleration).

Behavioural Characteristics Checklist of Mathematically Gifted Students

(Primary)
Always

(I) Ability

1.

Reason effectively

2.

Good at understanding and applying new

mathematical symbols (e.g. +, -, , , /, %,
, x, 3y, z2)

3.

Learn mathematical knowledge and

concepts much faster than other students

4.

Demonstrate deep insights in learning

mathematical knowledge and concepts

5.

Others (Please specify)

Always

(II) Creativity

1.

Seek alternative ways to solve a problem

2.

Often use original methods for solutions

3.

Recall relevant information or concepts in

solving problems

4.

Have a strong mathematical intuition,

sometimes solve problems intuitively

5.

Often discover
calculation

6.

Good at posing mathematical problems

7.

Others (Please specify)

methods

for

speed

Often Occasionally Seldom

4

Often Occasionally Seldom

4

Never
1

Never
1

Always

(III) Attitude

1.

Enjoy difficult mathematical problems, like

puzzles and logic problems

2.

Enjoy
learning
extra
mathematical
knowledge inside and outside the school

3.

Enjoy discovering
calculation

4.

Interested in numbers and quantitative

relationships

5.

Enjoy solving mathematical problems on

his/her own, rather than listening to others
strategies directly

6.

Willing to spend extra time to think about a

mathematical problem until having solved it

7.

Regard learning mathematics as meaningful

8.

Others (Please specify)

methods

of

Often Occasionally Seldom

4

speed

Others reasons for recommendation:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

References:
Feldhusen, J.F., Hoover, S.M.H., & Sayler, M.F. (1991). Identifying and educating gifted
students at the secondary level. Cheltenham, Melbourne: Hawker Brownlow Education Pty.
Ltd..
Fennema, E., & Sherman, J.A. (1976). Fennema-Sherman Mathematics Attitudes Scales. In
Catalog of Selected Documents in Psychology, 6, 31 (Ms. No. 1225).
House, P.A. (Eds.). (1987). Providing opportunities for the mathematically gifted, K-12.
Reston, VA: National Council of Teachers of Mathematics, Inc..
Krutetskii, V.A. (1976). The psychology of mathematical abilities in school children. Chicago:
University of Chicago Press.
Miller, R.C. (1990). Discovering mathematical talent. ERIC Digest #E482. Reston, VA: ERIC

Never
1

Clearinghouse on Handicapped and Gifted Children. (ED321487).

Pehkonen, E. (1997). The state-of-art in mathematical creativity. ZDM, 29(3), 63-67.
Silver, E.A. (1997). Fostering creativity through instruction rich in mathematical problem
solving and problem posing. ZDM, 29(3), 75-80.

Appendix II: Behavioural Checklist_Mathematics (Secondary)

1.

Purpose of the checklists

The checklists are compiled to help teachers gather information on
students characteristics so as to make preliminary identification of gifted
students in the mathematics domains.
Behavioural checklist is only ONE of the tools for identifying gifted
students. Users of the checklists should be reminded that these serve as
reference for teachers but NOT testing tools.

2.

Instructions
a) The checklists can be completed by the principal/deputy principal,
department heads, class teacher and related teachers. Any person
involved in the assessment should have known the student for at least
six months.
b) It is recommended that more than one rater be involved in assessing
each potential student and an average rating be derived.
c) Raters should spend time discussing their ratings and observations to
try to come up with a more objective result.
d) Raters need to complete one checklist for each student. Raters of the
same student should use the same scale for assessment.
e) The rating of each item should reflect the frequency of the students
particular characteristic or behaviour as observed by the raters.
f) Read each item and rate the student according to this 5-point scale:
(5) Always, (4) Often, (3) Occasionally, (2) Seldom, (1) Never
E.g. When an item is rated (5), it means, The student always or almost
always displays the characteristic. So on and so forth.
Upon completion of the checklist, teachers should focus on the number
of checked items in the Always and Often columns. For students with
more checked items in the Always column, the school may consider
adopting relevant approaches to cater for their learning needs (e.g.
enrichment, extension, acceleration).

Behavioural Characteristics Checklist of Mathematically Gifted Students

(Secondary)

(I) Ability
1.

Reason effectively

2.

Good at understanding and applying new

mathematical symbols (e.g. , , ,
, , , , , )

3.

Learn mathematical knowledge and

concepts much faster than other students

4.

Demonstrate deep insights in learning

mathematical knowledge and concepts

5.

Others (Please specify)

(II) Creativity
1.

Seek alternative ways to solve a problem

2.

Often use original methods for solutions

3.

Recall relevant information or concepts in

solving problems

4.

Have a strong mathematical intuition,

sometimes solve problems intuitively

5.

Often discover mathematical formulas

and/or methods for problem solving

6.

Good at posing mathematical problems

and/or mathematical hypotheses

7.

Others (Please specify)

Always
5

Always
5

Often Occasionally Seldom

4

Often Occasionally Seldom

4

Never
1

Never
1

(III) Attitude
1.

Enjoy difficult mathematical problems

2.

Enjoy
learning
extra
mathematical
knowledge inside and outside the school

3.

Enjoy discovering mathematical formulas

and/or methods of problem solving

4.

Interested in numbers and quantitative

relationships

5.

Enjoy solving mathematical problems on

his/her own, rather than listening to others

Always
5

Often Occasionally Seldom

4

strategies directly
6.

Willing to spend extra time to think about a

mathematical problem until having solved it

7.

Regard learning mathematics as meaningful

8.

Others (Please specify)

Others reasons for recommendation:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

References:
Feldhusen, J.F., Hoover, S.M.H., & Sayler, M.F. (1991). Identifying and educating gifted
students at the secondary level. Cheltenham, Melbourne: Hawker Brownlow Education Pty.
Ltd..
Fennema, E., & Sherman, J.A. (1976). Fennema-Sherman Mathematics Attitudes Scales. In
Catalog of Selected Documents in Psychology, 6, 31 (Ms. No. 1225).
House, P.A. (Eds.). (1987). Providing opportunities for the mathematically gifted, K-12.
Reston, VA: National Council of Teachers of Mathematics, Inc..
Krutetskii, V.A. (1976). The psychology of mathematical abilities in school children. Chicago:
University of Chicago Press.
Miller, R.C. (1990). Discovering mathematical talent. ERIC Digest #E482. Reston, VA: ERIC

Never
1

Clearinghouse on Handicapped and Gifted Children. (ED321487).

Pehkonen, E. (1997). The state-of-art in mathematical creativity. ZDM, 29(3), 63-67.
Silver, E.A. (1997). Fostering creativity through instruction rich in mathematical problem
solving and problem posing. ZDM, 29(3), 75-80.