David Elkind presents a great detailed paper on just how children learn mathematics. He identifies stages reached at certain cognitive levels, and how to work with students to reach their maximum potential. He also identifies 3 obstacles needed to overcome when trying to teach students math: 1) is the adult inability to discover, either by reflection or analysis, the means by which children acquire science and technology concepts 2) young children think differently than us and 3) young children have their own curriculum priorities and construct their own math concepts. These obstacles we must take into account when trying to deliver an effective, memorable and supported math curriculum.
When trying to understand how gifted students learn we can look at three areas that they differ in: 1) their pace 2) depth of understanding 3) interests they hold. By using these areas, and with the constant surveillance of our students, we can adapt, adjust and create a math program for all students to benefit from. Acceleration of content is something teachers should watch out for, as students still need to learn and comprehend the basics. A combination of multiple resources, differentiation, open-ended projects and questions, ability grouping, inquiry based instruction, extension projects are just a few of the methods teachers can use in educating gifted students in math. “Working with peers of like abilities enables gifted children to gain insight into their own abilities” (Glass 2004, p. 28). Because of the complex nature of the subject, it is important to remember all students are different and each individual’s potential needs to be explored.
QUESTIONS:
Is there enough funding devoted to giftedness?
Are teachers given enough training in math to cope with gifted students in their class? Should they be provided with more?
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