Practices for identifying, supporting and developing mathematical giftedness in school children: The scene in Israel

The education of gifted students in Israel relies on the following positions (e.g. Leikin & Berman, 2016): the equity principle (refers to equal opportunities for students with different needs), the diversity principle (refers to the diversity of fields in which human talent can be manifested), dynamic perspective (acknowledges that cultivating human talents requires designing unique learning environments, distinct study tracks, and appropriate teachers and curricula) and holistic approach (acknowledges the range of instructional approaches for promoting a range of abilities and skills). These positions reflect and stipulate the Israeli scene, where various in-school programmes and outof-school activities for mathematically promising students are conducted in different forms and formats.