Equity issues concerning gifted children in mathematics: A perspective from Mexico

Traditionally, equity agendas in research have not involved the education of gifted children, in general, and attention to mathematically gifted children or youth, in particular. We consider that the equity issue concerning this population can be discussed at two levels: from an individual point of view taking into account dissatisfaction, loss talent and unmet needs, and from a societal point of view as loss of human resources and socio-economic gap between developed and developing countries. Extracts from an interview with the director of a program for talented children in Mexico City provide a context to emphasize the need to understand the specifics of each cultural and political system in order to deal with the equity issue and in order to avoid mistakes of inequity within equity. Special activity design for this population can be a means to attend the intellectual needs of gifted students.