Prospective teachers constructing dynamic geometry activities in order to challenge gifted pupils

Described as fundamentally egalitarian, the Swedish educational system has, until recently, accorded little attention to gifted pupils. We investigated the effects of an instructional intervention for prospective teachers (PTs), i.e., a seminar about mathematical giftedness and problems appealing to gifted pupils. The PTs used dynamic geometry software (DGS) to construct activities for pupils in mixed-ability classrooms. The results indicate that 9 of 10 activities addressed some main characteristics of the gifted, importantly, the ability to generalize mathematical relationships.