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NCTMM Principles And Standards For Mathematically Talented Students

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When you enter a classroom there are always two types of students; those that get it, and those that don’t. Those that don’t, get a large majority of the attention and catering of instruction, but what about the others? Yes, they “get it”, but can’t they know more? Unfortunately, “in reality, few teachers recognize true math talent and few teachers know how to make accommodations for these students” (Deal &Wismer, 2010, pg.56). Gifted students are commonly unidentified and by the time they enter their older school-age years, they get bored and either, drop out of school or stop caring. Mathematically gifted students “as a group, tend to exhibit the following traits: fast rate of acquisition, high rate of retention of material learned, complexity of thought, asynchronous …show more content…

“Differentiation is not just doing a different assignment; it is modifying the level of work to accommodate the individual needs of the students” (Deal &Wismer, 2010, pg.60).There are three areas that gifted students need supple accommodations with, they are: acceleration, replacement enrichment and daily enrichments. Students should be instructed to “encourage mathematical habitats of mind, including: creativity, tenacity, skepticism, and collaboration” (Deal &Wismer, 2010, pg.58). According to Deal and Wismer (2010), teachers of gifted students should provide: flexible pacing, extend replacement work, emphasize inquiry-based, use higher order questions, provide opportunities, invite speakers, and use concreate experiences. Gifted students are equally as inhibited by classroom teaching that fits the “average” students, as the below average students and understanding and preparedness of teachers can improve the learning experiences for these

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