Identifying gifted students in mathematics learning is an important contextual consideration, as it influences how mathematics learning strategies are reported, categorized, and interpreted in empirical research. In educational literature, gifted students are generally defined as individuals who possess exceptional intellectual potential, either in general cognitive abilities or within specific academic domains such as mathematics. Within the Differentiated Model of Giftedness and Talent (DMGT), giftedness is understood as innate ability that may be developed into talent through systematic learning experiences, practice, and environmental support (Gagné, 2011). In the context of mathematics learning, gifted students typically demonstrate high potential in numerical, symbolic, logical, and spatial reasoning.

Importantly, mathematical giftedness is not synonymous with high academic achievement alone. Previous studies indicate that students with advanced mathematical potential may not always exhibit outstanding performance on conventional assessments, partly due to identification practices that favor standardized learning patterns (Budínová, 2024). Commonly reported indicators of mathematical giftedness include rapid acquisition of complex concepts, abstract and symbolic reasoning, creativity in solving non-routine problems, and metacognitive awareness of problem-solving processes ((Sheffield, 2017); (Kozlowski & Chamberlin, 2019); (Xu et al., 2024)).

In this systematic literature review, the discussion of giftedness is intentionally limited to how gifted students are defined and identified within the reviewed empirical studies, as this directly informs the classification and interpretation of mathematics learning strategies. Rather than adopting a single universal identification criterion, the included studies employ diverse approaches, such as performance in advanced or non-routine mathematical tasks, cognitive or ability-based assessments, teacher nomination, participation in formal gifted education programs, or combinations of multiple measures. This operational perspective acknowledges the variability of identification practices across educational contexts and avoids equating mathematical giftedness solely with high academic achievement. Consequently, the findings of this review should be interpreted as a synthesis of mathematics learning strategies applied to students identified as mathematically gifted within their respective research settings.

The identification of gifted students is further complicated by the presence of twice exceptional (2E) learners, who demonstrate high intellectual potential while simultaneously experiencing learning difficulties such as dyslexia or processing disorders (Alshareef, 2019). In addition, students from low socioeconomic or culturally diverse backgrounds may be underrepresented due to bias in identification instruments or teacher perceptions ((Allotey et al., 2024); (Budínová, 2024)). These issues are highlighted in this review insofar as they influence the design, accessibility, and inclusiveness of mathematics learning strategies reported in literature.

Within the scope of the studies reviewed, teachers are positioned primarily as mediators in the implementation of mathematics learning strategies for gifted students. Rather than being examined as a separate theoretical focus, the role of teachers is considered insofar as it influences how instructional strategies, such as differentiated instruction, enrichment, technology-enhanced learning, and creativity-oriented approaches, are enacted in classroom or programmatic settings. This positioning aligns with the view that giftedness can be transformed into talent through appropriate learning experiences and instructional environments (Gagné, 2007).

Several empirical studies indicate that the effective application of mathematics learning strategies for gifted students is associated with teachers’ ability to adapt instruction, facilitate higher-order thinking, and respond to diverse learner profiles. In particular, adaptive and individualized instructional practices have been reported to support student engagement and participation when implementing differentiated and enrichment-based approaches (Topçu & a, 2025). From this perspective, teachers function as contextual agents who shape the practical realization of the learning strategies identified in literature.

However, broader discussions concerning teacher professional development, curriculum policy, and systemic educational support are beyond the primary objective of this systematic literature review. Accordingly, these aspects are not examined in depth. Instead, this review focuses on mapping mathematics learning strategies as reported in empirical studies, while acknowledging the role of teachers as key facilitators in the implementation of these strategies across different educational contexts.

Accordingly, this review does not aim to empirically identify gifted students, but rather to synthesize how indicators and dimensions of mathematical giftedness are reported and conceptualized across existing empirical studies. To gain a comprehensive understanding of mathematics learning strategies for gifted students, this study was formulated to address the following research questions:

These research questions guide the systematic review process, including the identification, classification, and synthesis of relevant empirical studies on mathematics learning strategies for gifted students. This review contributes to the field of gifted mathematics education in three important ways: (1) it provides a systematic categorization of mathematics learning strategies for gifted students based on empirical studies published over the past decade; (2) it highlights equity-related gaps in the literature, particularly concerning twice-exceptional students and learners from diverse socioeconomic and cultural backgrounds; and (3) it maps thematic trends and research directions through bibliometric analysis, offering a comprehensive overview of how research on mathematics learning for gifted students has evolved over time.

The synthesis of the 17 reviewed articles indicates that giftedness in mathematics is characterized by complex and diverse dimensions and is not uniformly manifested across all aspects of mathematical ability. Gifted students are reported to demonstrate particular strengths in one or more domains, such as geometric visualization, symbolic manipulation, mathematical modelling of real-life situations, and creativity in solving.

Common indicators of mathematical giftedness reported in the literature include advanced abstract and symbolic reasoning abilities, particularly among students who demonstrate rapid understanding of algebraic structures or formal mathematical logic (Xu et al., 2024). In addition, several studies report that gifted students tend to acquire complex mathematical concepts at a faster pace than their peers. For example, (Azimi et al., 2023) reported accelerated learning progress among gifted students engaged with GeoGebra-based instructional prompts. This accelerated learning pace is frequently reported to be accompanied by higher levels of learning independence, including the ability to set learning goals, organize problem solving strategies, and evaluate learning outcomes, as reported in studies on self-regulated learning (Paz-Baruch & Hazema, 2023). Another commonly reported dimension is the ability to solve non-routine problems in original and creative ways, with gifted students often reported as demonstrating multiple solution paths and reflective explanations of their reasoning (Kozlowski & Chamberlin, 2019).

Despite these indicators, the identification of gifted students in mathematics remains challenging. (Budínová, 2024) highlights the risk of misidentification or non-identification arising from narrowly defined assessment tools and teacher bias toward conventional performance indicators. These challenges are reported to be particularly pronounced for twice exceptional (2E) students, learners who exhibit high mathematical potential alongside learning difficulties. Students with conditions such as dyslexia or ADHD are frequently reported as being overlooked in identification processes because their observable performance may not align with traditional expectations, despite evidence of exceptional strengths in specific mathematical domains.

Variations in gifted students’ abilities are also reported to be associated with differences in the instructional strategies applied. Students demonstrating strong visualization and spatial reasoning skills are frequently engaged in learning environments that incorporate visual representations and manipulative technologies, such as GeoGebra (Azimi et al., 2023). In contrast, learners characterized by high levels of creative thinking and proficiency in solving open-ended problems are often associated with instructional approaches that emphasize open-ended tasks and the exploration of multiple solution strategies ((Kozlowski & Chamberlin, 2019);(Keleş, 2023)).

Similarly, students who exhibit strong independence and metacognitive awareness are reported to benefit from instructional strategies that support self-management and autonomous learning processes. (Xu et al., 2024) reported that project-based digital learning environments and adaptive online systems were associated with strengthened self-regulated learning capacities among gifted students. In addition, learning experiences such as mathematics camps (Aparicio et al., 2021) and instructional approaches integrating the history of mathematics ((Karataş-Aydın & Işıksal-Bostan, 2022); (Doğruer, 2024)) have been reported to broaden the range of abilities that can be recognized and nurtured in gifted learners.

Overall, the reviewed studies report considerable variation in mathematics learning strategies applied to gifted students across different contexts. Technology-based and creativity-oriented approaches are among the most frequently reported strategies in literature, alongside differentiation, enrichment, and self-regulated learning. The distribution of these strategies varies across studies and educational settings, reflecting differences in instructional focus and contextual characteristics reported by the included research.

Based on the systematic synthesis of the 17 reviewed articles, a range of mathematics learning strategies and approaches have been reported in the literature on gifted education. To provide a structured overview, Table 1 presents the key characteristics of the included studies, including the authors and year of publication, educational level, sample size, gifted identification methods, country, study design, outcomes, and main findings.

In this study, the learning strategies reported in the selected articles were categorized into six main groups: differentiation, technology, creativity, enrichment, self-regulated learning (SRL), and acceleration. Because several articles reported more than one strategy, the analysis was conducted based on strategy mentions rather than the number of articles. This allowed the frequency analysis to reflect the range of instructional approaches reported across the reviewed studies. Figure 3 shows the percentage distribution of learning strategies reported across the 17 included studies. A total of 22 strategy mentions were identified, as individual studies may report more than one instructional strategy. Accordingly, the percentages displayed in Figure 3 are calculated based on the frequency of strategy mentions rather than the number of articles.

As shown in Figure 3, technology-based strategies were the most frequently reported, accounting for 27.3% of all strategy mentions. These strategies include the use of software such as GeoGebra, e-learning models, and the integration of information and communication technology (ICT) in mathematics instruction for gifted students. Differentiation strategies were the second most frequently reported (22.7%), indicating a strong emphasis in the literature on adapting learning content, processes, and products to align with the individual characteristics of gifted learners.

Creativity-oriented strategies accounted for 18.2% of the reported mentions and were primarily described through open-ended problem-solving approaches and exploratory activities that were reported to encourage original mathematical thinking. Enrichment strategies represented

13.6% of the strategy mentions and were commonly associated with project-based enrichment activities, exposure to advanced mathematical topics, and the contextual expansion of learning experiences. Self-regulated learning (SRL) and acceleration strategies each accounted for 9.1% of the reported mentions, indicating approaches that emphasize learning autonomy and the pacing of curriculum content for gifted students.

Beyond identifying the most frequently reported learning strategies, this study also examines how these strategies are distributed across different geographical contexts. Figure 4 presents a heatmap illustrating the distribution of reported mathematics learning strategies across four geographical regions: Asia, Europe, America, and Africa. Regions were defined based on the country of origin of each included study. The heatmap values represent the frequency of strategy mentions per region, allowing a single study to contribute to multiple strategy categories. The data are not weighted by sample size or publication volume. The heatmap reveals notable regional variation in the mathematics learning strategies reported for gifted students.

In Asia, represented by Iran, China, Israel, and Turkey, technology-based strategies were frequently reported, alongside contributions related to self-regulated learning (SRL) and enrichment approaches integrating the history of mathematics. For example, studies from Iran reported the integration of GeoGebra and instructional prompts as being associated with enhanced conceptual understanding and creativity among gifted students (Azimi et al., 2023). Research from Israel highlighted an emphasis on strengthening self-regulation through SRL-oriented instructional designs (Paz-Baruch & Hazema, 2023), while studies from Turkey reported the use of historically contextualized instructional videos to support reflective and contextual learning experiences (Karataş-Aydın & Işıksal-Bostan, 2022).

European studies demonstrated a relatively balanced distribution of strategies, including technology use, acceleration, and differentiation. Research from the Czech Republic, for instance, reported the application of differentiation strategies designed to address the needs of twice-exceptional students (Budínová, 2024) More broadly, European literature reflects an orientation toward data-informed assessment practices, structured curricular frameworks, and sensitivity to learner diversity.

In North America, represented by the United States and Canada, creativity and acceleration strategies were frequently reported. This pattern aligns with longstanding traditions in gifted education within the region that emphasize developmental perspectives and individual differences. (Kozlowski & Chamberlin, 2019) for example, reported that creativity-based mathematics instruction emphasizing open-ended problem solving was associated with enhanced opportunities for mathematical creativity. In addition, (Calabrese et al., 2024) examined differences in perceptions of mathematics among gifted male and female students, drawing attention to the relevance of gender-sensitive and affective dimensions in gifted education.

Africa contributes a complementary perspective through a study conducted in Ghana, which examined teachers’ cultural beliefs about giftedness and gifted education. This research highlighted how cultural values and teacher perceptions may shape the ways in which giftedness is recognized and addressed within instructional contexts (Allotey et al., 2024). Although this study does not focus on specific instructional strategies such as technology or acceleration, it underscores the role of cultural paradigms and local contexts in influencing the direction of gifted education. From this perspective, epistemological awareness and shifts in teacher attitudes are suggested as important conditions for the meaningful implementation of instructional strategies.

Based on the systematic analysis of the 17 reviewed articles, several thematic tendencies and major trends were identified in the development of mathematics learning strategies for gifted students during the period 2015–2025. One recurring theme in the reviewed studies is the continued reporting of differentiated instruction and individualized learning approaches. In parallel, several studies report the integration of learning technologies in mathematics instruction for gifted students.

These strategies are frequently reported in the literature in relation to differences in learning pace, topic interest, and learning preferences ((Erdogan & Yemenli, 2019); (Budínová, 2024)). In addition, the use of digital applications, online platforms, and educational software is reported not only for conceptual visualization but also for formative assessment purposes (e.g., eye-tracking techniques) and for supporting instruction through adaptive learning systems ((Azimi et al., 2023); (Xu et al., 2024); (Jurić et al., 2021)). Differentiation and technology integration are often reported together across the reviewed studies.

Creativity-oriented instruction continues to emerge as a central theme in research on mathematics learning strategies for gifted students. Creativity in this context is commonly framed as an important component of problem solving and higher-order thinking ((Kozlowski & Chamberlin, 2019); (Sheffield, 2017)). Alongside this focus, several studies report the integration of the history of mathematics as a contextual instructional approach. These studies describe the use of historical perspectives in relation to students’ conceptual understanding, curiosity, and motivation in mathematics learning ((Karataş-Aydın & Işıksal-Bostan, 2022); (Doğruer, 2024)).

Another thematic area receiving increased attention in the reviewed studies is self-regulated learning (SRL), which is described in relation to students’ abilities to plan, monitor, and evaluate their own learning processes (Paz-Baruch & Hazema, 2023). In addition to instructional and cognitive themes, several studies also report a focus on social and cultural dimensions of gifted mathematics education, including issues related to socioeconomic background, gender differences, teacher beliefs, and access to learning opportunities ((Allotey et al., 2024); (Calabrese et al., 2024); (Spagnolo & Nicchiotti, 2023)).

Finally, methodological diversification is identified as a notable trend in research on mathematics learning for gifted students over the past decade. While earlier studies predominantly employed qualitative or quantitative approaches, more recent research increasingly reports the use of mixed-methods designs, design-based research, bibliometric analyses, and advanced psychometric approaches such as Rasch model applications (Azimi et al., 2023).

As a complement to the thematic synthesis, this study conducted a bibliometric analysis to examine patterns of keyword co-occurrence in publications addressing mathematics learning strategies for gifted students. The analysis was performed using VOS viewer software (Bilgic & Baloğlu, 2023). The keyword co-occurrence network derived from the 17 included Scopus-indexed articles published between 2015 and 2025 is presented in Figure 5.

Figure 5 displays the keyword co-occurrence network generated from the included studies. Keywords were extracted from the articles and analyzed using VOS viewer. In the visualization, node size represents keyword frequency, while link strength indicates the number of co-occurrences between keywords across publications. The keyword co-occurrence analysis identified a total of 15 main keywords that were interconnected across the reviewed studies. The keyword gifted students appeared as the most central node, showing co-occurrence links with terms such as mathematics, gifted education, mathematics teaching, differentiated instruction, instructional prompts, design-based research, cognitive tools, mathematical creativity, game-based learning, e-learning, history of mathematics, ICT use, self-regulated learning, and socio-cultural beliefs. This network suggests that research on mathematics learning for gifted students extends beyond content-focused instruction and encompasses innovative pedagogical approaches, technological integration, socio-cultural considerations, and learning autonomy.

In addition, the appearance of keywords such as instructional prompts and design-based research indicates a growing scholarly interest in design-oriented learning environments and participatory research approaches. The observed pattern of keyword interrelationships further suggests that recent research trends in mathematics learning strategies for gifted students are oriented toward personalization of learning experiences, attention to mathematical creativity, the use of technological innovations, and the support of self-regulated learning. Collectively, these patterns reflect a gradual shift in literature from predominantly conventional instructional approaches toward more contextualized and learner-centered perspectives in gifted mathematics education.