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ERIC Number: ED441302
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 4
Abstractor: N/A
Reference Count: N/A
Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom. ERIC Digest E594.
Johnson, Dana T.
This digest discusses the unique needs of mathematically gifted students and reasons why curriculum and instruction should be differentiated for these learners in mixed-ability classrooms. Recommendations for differentiation include: (1) give pre-assessments so that students who already know the material do not have to repeat it but may be provided with appropriate instruction; (2) create assessments that allow for differences; (3) choose textbooks that provide more enriched opportunities; (4) use inquiry-based, discovery learning approaches; (5) use lots of higher-level questions in justification and discussion of problems; (6) provide units, activities, or problems that extend beyond the normal curriculum; (7) provide advanced placement level courses in calculus, statistics, and computer science; (8) differentiate assignments; (9) expect high level products; (10) provide opportunities to participate in national mathematics contests; (11) provide access to male and female mentors; (12) provide some activities that can be done independently or in groups based on student choice; and (13) provide useful concrete experiences. The digest closes by exploring how technology can support the needs of the gifted. (CR)
ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1920 Association Dr., Reston, VA 20191-1589. Tel: 800-328-0272 (Toll Free); e-mail:; Web site:
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.