Аннотация
The article is devoted to the study of the problem of developing mathematical giftedness in schoolchildren in the context of modern educational practice. On the one hand, the importance of this work is dictated by the state policy in the field of education, on the other hand, in practice it faces the lack of a unified strategy and a lack of resources in schools. The relevance of the topic is due to the need to create effective conditions for identifying and supporting talented children as the most important human resource. The purpose of the article is to analyze existing approaches to diagnosing and developing mathematical giftedness in schoolchildren. The leading research method was a survey of students of pedagogical directions and teachers, the results of which made it possible to identify both positive trends and shortcomings in educational practice. It was found that observation and participation in Olympiads are the most frequently used methods of identifying abilities, while projects and research, as well as the construction of individual trajectories, are currently actively used in teaching talented children, but systemic activities in this direction often depend on the personal initiative of teachers. The theoretical significance of the results lies in the substantiation of the need for a clear definition of the conceptual apparatus and structure of mathematical giftedness. The practical significance of the study lies in defining the elective course as one of the effective tools for in-depth and specialized work with gifted students, as well as in identifying directions for further methodological and organizational research.