As an advocate of gifted students within the regular classroom, I work with teachers who may not recognize the attributes of mathematical giftedness, or understand how this ability is manifested. This article describes the general characteristics of mathematically gifted students and how classroom teachers can identify, instruct, and assess students in question through observation, conversation, classroom activities, and individual testing, using true mathematical problems geared for the specific student. Cross curriculum indicators of talent are discussed as well as classroom structure and its role in differentiating instruction for mathematically talented students.
No takes yet. Share an insight, caveat, or question.
Marilyn Hoeflinger (1998) studied this question.