El talento matemático se expresa en comprensión avanzada de conceptos, resolución innovadora de problemas y rápido procesamiento numérico. Este estudio no experimental buscó comprender su manifestación en 54 párvulos de Kínder (33 niñas, 21 niños) previamente identificados con precocidad intelectual. Se aplicó el Test de Competencia Matemática Básica (TEMA-3) para comparar el desempeño con estándares normativos. Los resultados muestran variabilidad: 17 % alcanzó nivel muy superior, 26 % nivel sobre la media, 48 % en el rango medio y 9 % por debajo de la media, evidenciando que la precocidad no implica desarrollo homogéneo. Las niñas presentaron menor dispersión, sugiriendo mayor homogeneidad. Por dependencia administrativa, los establecimientos públicos concentraron puntajes más bajos y homogéneos; en particulares subvencionados hubo alta heterogeneidad; y en particulares pagados, rendimientos más altos y consistentes. Se subraya la necesidad de evaluaciones individualizadas y multidimensionales, sensibles al género y al contexto, para evitar sesgos y favorecer trayectorias tempranas de talento matemático.

Intellectual precocity refers to the early manifestation of cognitive abilities well above age norms and involves multidimensional developmental needs. Parents play a central role in recognizing and responding to these profiles; however, little is known about how families of young children experience this process, particularly in contexts such as Chile. This qualitative phenomenological study examines parental perceptions of intellectual precocity in 4–5-year-old children through semi-structured interviews with 52 families. Findings conceptualize parenting as a dynamic and relational process shaped by intergenerational continuities, diverse caregiving practices, and children’s developmental profiles. Parents frequently recognize their own traits in their children, facilitating understanding but also generating tensions in parenting approaches. A key challenge involves children’s questioning of norms, linked to advanced cognitive abilities, which reconfigures traditional authority dynamics. Parents also express concerns regarding educational fit and future trajectories, often perceiving limited institutional responsiveness. In response, families adopt strategies such as intellectual scaffolding in the home, dialogic communication, and active advocacy for differentiated educational opportunities. The study underscores the need for family support and more responsive educational systems to address the multidimensional nature of intellectual precocity.