Mathematical Abilities and Mathematical Skills

1. Why do we need this discussion? The concept of mathematical abilities is not something that is frequently discussed. At the personal level, however, almost every mathematician and mathematical educator has relatively firm views on the subject. In this document, we summarise less disputed aspects of the highly complex phenomenon and some of its immediate implications for educational policy. The participants of this Conference run mathematics outreach programmes and math-ematics competitions in countries with very diverse educational and cultural traditions. It would be futile to try to seek a single universal solution to educational and methodological problems that we encounter in our work. However, we have one thing in common: we work with mathematically able children. It is likely that some of us feel that their work goes against the grain of prevailing trends in educational policy and practice. It is likely that many of us are familiar with such phenomena as the dumbing down of the curriculum and “teaching to test”. The task of explaining the importance of proper mathematical education to policymakers and to the wider public becomes ever more challenging. It is even more challenging to explain, to the lay person, the nature of mathematical abilities in children. Promoting and developing our work, we have to reach a wider circle of teachers and parents. Given a widespread prejudice against mathematics, what can we say to them about mathematics and mathematical abilities? c © 2006 Alexandre Borovik