Pedagogical intervention with a mathematically gifted student–Expanding problem-solving strategies and developing metacognition: A case study

The topic of gifted students has been significantly reflected in a number of scientific publications in recent years, many of which point to the fact that the giftedness of these students is not always apparent in the school environment, and therefore not always identified (Siegle et al., 2025). This article presents a theory corresponding to this topic and related research that deals with a case study using qualitative research methods. The selected case study focuses on a student who, before entering primary education and during it, appeared to be mathematically gifted at the home environment, but his giftedness was not identified in the school environment, let alone further developed. The insufficient fulfilment of the student’s development needs in mathematics within the school environment led to the search for individual support outside the school environment. Based on this request, the student was involved in a one-year pedagogical intervention in mathematics. The article presents typical manifestations of the student’s mathematical giftedness and describes the process of this individual intervention with the student, which aimed to expand his strategies for solving mathematical problems and develop his metacognition. Metacognition is crucial not only for academic performance but also for the autonomy, self-confidence and socio-emotional well-being of gifted students. The study therefore highlights the importance of supporting metacognitive thinking as a key tool that will enable gifted learners to face challenges more effectively, adapt to new situations and fully realize their potentials.