Dear Colleagues,

Good Day,

Mathematically gifted students have needs that differ in nature from those of other students. They require some differentiated instruction, defined by Tomlinson (1995) as "consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students." Yet recent studies have found few instructional or curricular modifications in regular elementary classrooms (Archambault et al., 1993; Westberg, Archambault, Dobyns & Salvin, 1993). In grades 9-12, students may be able to select honors, advanced, and AP courses; however, even in these more homogeneously grouped classes there is a range of differences that need to be acknowledged.

Mathematically gifted students differ from the general group of students studying math in the following abilities: spontaneous formation of problems, flexibility in handling data, mental agility of fluency of ideas, data organization ability, originality of interpretation, ability to transfer ideas, and ability to generalize (Greenes, 1981). No list of characteristics of the mathematically gifted includes "computational proficiency," and yet at levels prior to Algebra I, this is commonly used as the criterion that determines who gets to move on to more interesting material. Furthermore, there is a myth that gifted students don't need special attention since it is easy for them to learn what they need to know. On the contrary, their needs dictate curriculum that is deeper, broader, and faster than what is delivered to other students.

Please, see the following websites for further information:

http://www.gifted.uconn.edu/siegle/tag/Digests/e594.html

http://www.cbv.ns.ca/giftededucation/modules/mastop_publish/?tac=Ten_Things_to_Know_About_Gifted_Students

http://www.tutorhunt.com/resource/2522/

The observation made by NCT is the bitter reality. The way classroom teaching is happening and the way present education system is prevailing, it leaves little space for gifted students to explore their gift and no space for teachers to devote attention for such students. Everything is surrounded by performance measured by marks. Cut throat competition at every stage promotes rote learning.If a student is very good in mathematics, there is no space in present system to help him in indulging him in the same. There are very less events and platforms where gifted students can show their individuality. Everyone has to follow same route. This discourages most of them at very early stage.  Students are discouraged to follow any unconventional methods in the name of system. If we really want to help them, we need to encourage their off the track methods, out of the box thinking and assimilate that in such a form that they can outshine in maths but remain at par in other aspects as well. As teachers we can work as tools to sharpen their skills. Little encouragement and lots of acceptance to their thought process and providing opportunities to showcase their talent can do wonders.This we can do as teachers in our own small ways.

When I was part of accelerated programs (as a child) my biggest failure came from programs presuming too much prior knowledge in order to engage with the mathematical learning. Things like chemistry or physics would be chucked in and I was in the equivalent of year 8 and then year 9. ZPD or zone of proximal development is important no matter who you are as a learner. 

Real life problem solving activities are great for gifted children. It will help them to achieve something special and meaningful not only for themselves but also their community. However it is important to not give them extra activities that are expected to be completed 'on top of' classroom work. i have seen many teachers do this and it is meaningless keep-you-busy type activities that have no developmental benefits.

Encourage outside the box thinking for the gifted kids in the class, and provide guidance or scaffolding as needed. Other than that, let the kids work the project out on their own. Maths is everywhere, so any project can be incorporated including engineering type projects that require creating new prototype products etc.

My 13yo who has completed grade 12 maths last year has just picked up a grade 3 level maths workbook written in a foreign language she has no familiarity with, and has autonomously completed the first few pages of the workbook with the help of an online translator. When answering questions, she did not use the translator to write - in word form - her answers, using her own deductive reasoning to figure out how to write in the target language based on how the text in the book is written vs how the translator translated. 

Teachers can help students those are rich in mathematics by counseling, giving direction, motivating, and ----- apprising them about --- sky is the limit, which you can achieve!

I think the problem with current school system is that teachers are required to teach through an outlined course or subject  syllabus that has to be covered in a timed frame. In that case it will be a very difficult task for the teacher to put him/her self in both places. Almost all students require a proper, well organized and motivated teaching at that grade level in order to they grasp the materials and gain the required knowledge. 

Along with this, there is still  a good opportunity for the teacher to motivate, encourage and  give a guide to such a gifted student in order to further enrich the  learning of mathematics ahead of the grade level and beyond. The teacher should also emphasise that such students should have their own inner passion to self propel to do more, search where knowledge is  and excel until they reach to the summit,  the place where they start doing and guiding their own research.  

They should be given extra material but treated like normal studenta and still attend other classes, work with their relarionahip with non gifted students. 

The help depends on the nature of the educational possibilities available (which are limited in developing countries) and the educational system that allows sponsored by the gifted students. But the teacher can help the gifted through guidance and counseling, and try to stir up his thinking in the field of talent through assigned tasks and exercises, encouragement and hold competitions.

In case of Gifted Students, the teacher can act as a facilitator and mentor in unleashing their full potential. This process will be of mutual benefit for the students and the teachers. 

Out of my experience as a maths teacher, the teacher has many opportunities to promote, support, motivate and enrich the high achievers in Mathematics. However, these roles stay limited without extra help through different ways; more competitive, authentic curriculum, more freedom to explore and investigate topics of the students' interest and many other promising strategies. Regards

Dear Colleagues,

Good Day,

Mathematically gifted students have needs that differ in nature from those of other students. They require some differentiated instruction, defined by Tomlinson (1995) as "consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students." Yet recent studies have found few instructional or curricular modifications in regular elementary classrooms (Archambault et al., 1993; Westberg, Archambault, Dobyns & Salvin, 1993). In grades 9-12, students may be able to select honors, advanced, and AP courses; however, even in these more homogeneously grouped classes there is a range of differences that need to be acknowledged.

Mathematically gifted students differ from the general group of students studying math in the following abilities: spontaneous formation of problems, flexibility in handling data, mental agility of fluency of ideas, data organization ability, originality of interpretation, ability to transfer ideas, and ability to generalize (Greenes, 1981). No list of characteristics of the mathematically gifted includes "computational proficiency," and yet at levels prior to Algebra I, this is commonly used as the criterion that determines who gets to move on to more interesting material. Furthermore, there is a myth that gifted students don't need special attention since it is easy for them to learn what they need to know. On the contrary, their needs dictate curriculum that is deeper, broader, and faster than what is delivered to other students.

Please, see the following websites for further information:

http://www.gifted.uconn.edu/siegle/tag/Digests/e594.html

http://www.cbv.ns.ca/giftededucation/modules/mastop_publish/?tac=Ten_Things_to_Know_About_Gifted_Students

http://www.tutorhunt.com/resource/2522/

Mathematics - Developing Conceptual Understanding of Number

http://www.edu.gov.mb.ca/k12/cur/math/c_u/index.html

If in university, more discussions, stimulations, conducting more readings will help to expose and develop their potential mathematical gifts. These are some good ways we teachers can do.

Dear Dr.Jacono,

Good Day,

Thank you so much for the two articles that you shared with us. 

Best Regards, 

Hazim

WHY SHOULD WE DO ANYTHING DIFFERENT FOR MATHEMATICALLY GIFTED STUDENTS? Dear @Sudev, Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom. ERIC Digest  is attached."...Historically there has been debate about the role of acceleration versus enrichment as the differentiation mode for mathematics. Most experts recommend a combination. The following are suggestions for differentiating for the mathematically gifted by using (1) assessment, (2) curriculum materials, (2) instructional techniques, and (4) grouping models. These opportunities should be made broadly available to any student with interest in taking advantage of them."

http://www.ericdigests.org/2001-1/math.html

Hello,

Mathematically gifted children - pupils, of course, are different from their peers. But one issue is their aptitude and other realities of education. It seems to me that it is difficult teacher to work with the group, which consists of such diverse individuals. The issue of choice and change virtually the entire education system. It was that in the early years of school to divide between the mathematically gifted students and others. However, this is not always possible. Note that remain also other areas, which are also gifted individual and not necessarily mathematically. A great help in the development of talents is to engender curiosity and interest in, the work is attributable to the teacher, but najczęśściej it must be done in addition to the mandatory program. So the question remains whether the teacher wants to capture such "diamonds" and spend your extra time? Similarly, the młodzierzą student, where we devote their extra time to "grinding the diamonds" so that flashed more than we do. This should have a goal. And it seems to me that this is all abilities.

Dear all

As the Chinese old saying goes, the teacher opens the gate; the student has to walk through it personally. So a gifted students of mathematics ought to improve and perfect by himself.