Our study aims to develop an operational model for the identification and fostering of mathematically gifted students at the regular elementary classroom. It reflects seven years of experience in teaching of challenging mathematics curriculum to Kindergarten through Grade 6 children having various levels of abilities. In our analysis of lessons, we discussed two questions: How to interpret young childrens mathematical work in terms of mathematical giftedness? and What kind of didactical situations are favourable in order to foster mathematical abilities? In the search for efficient inclusive...