ERIC Number: EJ817282
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 23
Enrichment Curriculum: Essential for Mathematically Gifted Students
McAllister, Brook Anne; Plourde, Lee A.
Education, v129 n1 p40-49 Fall 2008
Research shows that mathematically gifted students learn differently from their same age group peers. They require curriculum to be differentiated to meet their specific learning styles (Johnson, 2000). Studies have shown that formal instruction in elementary school classrooms often lacks challenge for the gifted learner since courses in regular classrooms sometimes have a relatively narrow range of topics, minimal investigation of concepts, repeated drill and practice, and yearly repetition (Rotigel and Fello, 2004). This paper highlights the need for an enriched elementary math curriculum that takes the regular classroom curriculum to a more contextual level. Inquiry-based, discovery learning approaches that emphasize open-ended problem-solving with multiple solutions or multiple paths to solutions are what mathematically gifted students need to be successful. The process for creating this type of mathematical unit of study is described.
Descriptors: Mathematics Curriculum, Student Needs, Cognitive Style, Elementary School Students, Elementary School Mathematics, Teaching Methods, Inquiry, Problem Solving, Academically Gifted, Discovery Learning, Federal Legislation, Curriculum Enrichment
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001