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**Meeting the Needs of the Mathematically Promising**
//“Whether math problems require computation skills, problem-solving strategies, inferential thinking skills, or deductive reasoning, mathematically talented students are often able to discern answers with unusual speed and accuracy. Mathematically gifted students are able to see relationships amoung topics, concepts, and ideas….due to their intuitive understanding of that particular content, they may skip over steps and be unable to explain how they arrived at that correct answer…Unfortunately many programs for gifted children are inadequate and poorly designed, leaving classroom teachers to struggle to meet the needs of gifted children effectively.” (Rotigel, 2004)//




 * The purpose of this Wiki is to provide teachers and administrators with resources on addressing the needs of mathematically gifted students – from identification of students to appropriate curriculum development to effective teaching strategies.**

Rotigel, J. &. (2004, Fall). Mathematically Gifted Students: How Can We Meet Their Needs? //Gifted Child Today//, 27 (4), pp. 46-51.** This article addresses the identification of gifted math students, and how the districts can address the issue of challenging and nurturing these students. - What resources are available to these students? - What assessment tools are appropriate? - Do these children need acceleration or enrichment? - How can teachers need their needs when there are so many other demands on their time? (Contains a usable list of websites for students that address math topics, problem-solving, and applications.)
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Kirchner, J. &. (2005, Winter). Differentiation Tips for Teachers: Practical Strategies for the Classroom. //The Challenge// (14), pp. 10-11.** This article discusses the issues of differentiation, and the importance of differentiation in order to design and implement curriculum, teaching strategies, and assessments that address needs, abilities, and talents of the gifted students in the classroom.
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VanTassel-Baska, J. (2004). //Curriculum for Gifted and Talented Students.// Thousand Oakes, California: Corwin Press.** This book provides a comprehensive guide to developing a curriculum for courses incorporating gifted and talented students, emphasizing the relevance, technology, and differentiation:
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Kulik, J. (1993, Spring). An Analysis of the Research on Ability Grouping. pp. 8-9.** This research review is a summary of a study of five ability groupings, which concludes that the American education system would be most affected by the elimination of programs that groups learners according to ability. "Bright, average, and slow students would suffer academically from elimination of such programs. The damage would be greatest, however, if schools, in the name of de-tracking, eliminated enriched and accelerated classes for their brightest learners. The achievement level of such students falls dramatically when they are required to do routine work at a routine pace. No one can be certain that there would be a way to repair the harm that would be done if schools eliminated all programs of enrichment and acceleration."
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Archibald, D. &. (2008, Spring). Measuring Conditions and Consequences of Tracking in the High School Curriculum. //American Secondary Education//, 36 (2), pp. 26-42.** This article presents data system desing needs for decision making, as well as methods for the monitoring, managing, and improving of school programs. Specific examples are presented for measuring the conditions and consequence of tracking students by ability groupings.
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“While much literature extols the virtues of data-driven decision making, the reality in many high schools is more like a “black box.” Students enter in ninth grade and leave in 12th grade, but there is limited measurement and monitoring of student outcomes. Most high schools can produce a transcript for each student showing his/her accumulated courses, credits, and grades. But how well can high school decision makers pose and answer questions specifically about conditions and consequences of tracking? … Too often, school and district leaders view improvement of high schools as adopting the latest reform model. Before abandoning one model in favor of the next, it may be more prudent to identify and document shortcomings of one’s program, and then focus on fixing a specific problem. That is, design local interventions based on substantiated needs. There is a large advocacy literature for data-driven decision making and for action research but decision makers and action researchers cannot heed this literature in the absence of appropriately designed data systems and analytical capabilities.”

Rogers, K. (1993, September). Gifted Students: Questions and Answers. //Roeper Review//, 16 (1).** This article addresses five questions about the effects (academically, psychologically and socially) on the gifted learner in different types of ability groupings: - What are possible grouping options to consider when grouping gifted learners? - What are the academic effects of these grouping options for gifted learners? - What are potential social and psychological effects of these grouping options? - Are there some concerns we should have about grouping gifted learners together? - What might be the costs of not providing grouping for gifted learners?
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Johnson, D. (2000, April). Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom. //ERIC Clearinghouse on Disabilities and Gifted Education// (E594).** This article discusses the needs of mathematically gifted students, and makes recommendations for differentiation, including: - give pre-assessments so that students who already know the material do not have to repeat it but may be provided with appropriate instruction; - create assessments that allow for differences; - choose textbooks that provide more enriched opportunities; - use inquiry-based, discovery learning approaches; - use lots of higher-level questions in justification and discussion of problems; - provide units, activities, or problems that extend beyond the normal curriculum; - provide advanced placement level courses in calculus, statistics, and computer science; - differentiate assignments; - expect high level products; - provide opportunities to participate in national mathematics contests; - provide access to male and female mentors; - provide some activities that can be done independently or in groups based on student choice; - provide useful concrete experience; and - use technology to support learning.
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Hanninen, G. (1994, June). Blending Gifted Education and School Reform. //ERIC Clearinghouse on Disabilities and Gifted Education//.** This article describes a process for meeting the needs of students within the context of systemic reform, outlining the key elements. These include creating belief statements, clarifying issues, and designing strategies for implementation. Gifted education is not an issue independent of school reform.
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Wycoff, M., Nash, W., Juntune, J., & Mackay, L. (2003, Fall). Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented. //Gifted Child Today//, 26 (4), pp. 34-41.** Educators need to be trained to have the capacity to design and implement curriculums for gifted students. This article outlines how planners of professional development programs must investigate in-service opportunities for teachers that enhance knowledge and skills. These opportunities must be meaningful, leading to improved teaching practices that result in quality instruction for the gifted students.
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Purcell, J. & Eckert, R. (2005) //Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education//. Thousand Oakes, California: Corwin Press.** This book outlines the process for designing programs for the gifted student, complete with tips, templates, and action plans.
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