User Name:

Password:
Welcome Guest
Journals Home > Gifted Child Today > Volume 27 |  Issue 4 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • American College Testing Program (ACT). (1997). EXPLORE technical manual. Iowa City, IA: Author.
  • Archambault, F. X., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers. Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.
  • Colangelo, N., Assouline, S. G., & Lu, W. (1994). Using EXPLORE as an above-level instrument in the search for elementary student talent. In N. Colangelo, S. G. Assouline, & D. Ambroson (Eds.), Talent development II: Proceedings from the 1993 H. B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 281–297). Dayton: Ohio Psychology Press.
  • Greenes, C. (1981, February). Identifying the gifted student in mathematics. Arithmetic Teacher, 14–17.
  • Greenes, C., & Mode, M. (1999). Empowering teachers to discover, challenge, and support students with mathematical promise. In L. J. Sheffield (Ed.), Developing mathematically promising students (pp. 121–132). Reston, VA: National Council of Teachers of Mathematics.
  • Heid, M. K. (1983). Characteristics and special needs of the gifted student in mathematics. Mathematics Teacher, 76, 221–226.
  • Howley, A. (2002). The progress of gifted students in a rural district that emphasized acceleration strategies. Roeper Review, 24, 158–160.
  • Lewis, G. (2002). Alternatives to acceleration for the highly gifted child. Roeper Review, 24, 130–134.
  • Lupkowski-Shoplik, A. E., Sayler, M. F., & Assouline, S. G. (1994). Mathematics achievement of talented elementary students: Basic concepts vs. computation. In N. Colangelo, S. G. Assouline, & D. Ambroson (Eds.), Talent development II: Proceedings from the 1993 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 409–414). Dayton: Ohio Psychology Press.
  • Moon, T., Brighton, C., & Callahan, C. M. (2002). State standardized testing programs: Friend or foe of gifted education? Roeper Review, 25, 49–61.
  • National Council for Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA.: Author.
  • Pletan, M. D., Robinson, N. M., Berninger, V. W., & Abbott, R.D. (1995). Parents’ observations of kindergarteners who are advanced in mathematical reasoning. Journal for the Education of the Gifted, 19, 30–44.
  • Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42, 123–129.
  • Renzulli, J. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
  • Rotigel, J. V. (2000) Exceptional mathematical talent: Comparing achievement in concepts and computation. Unpublished doctoral dissertation, Indiana University of Pennsylvania.
  • Rotigel, J. V., & Lupkowski-Shoplik, A. (1999). Using talent searches to identify and meet the educational needs of mathematically talented youngsters. School Science and Mathematics, 99, 330–337.
  • Sheffield, L. J. (1994). The development of gifted and talented mathematics students and the National Council of Teachers of Mathematics Standards (Report No. RBDM 9404). Storrs: National Research Center on the Gifted and Talented, University of Connecticut. (ERIC Document Reproduction Service No. ED388011).
  • Sowell, E. J. (1993). Programs for mathematically gifted students: A review of empirical research. Gifted Child Quarterly, 37, 124–129.
  • Stanley, J. C., & Benbow, C. P. (1986). Youths who reason exceptionally well mathematically. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 362–387). New York: Cambridge University Press.
  • Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: One school’s journey. Gifted Child Quarterly, 39, 77–87.
  • VanTassel-Baska, J. (1995). The development of talent through curriculum. Roeper Review, 18, 98–102.
  • VanTassel-Baska, J. (1998a). Excellence in educating gifted and talented learners (3rd ed.). Denver: Love.
  • VanTassel-Baska, J. (1998b). The development of academic talent. Phi Delta Kappan, 79, 760–764.
  • Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. Intervention in School and Clinic, 38, 131–137.
  • Wolfle, J. A. (1986). Enriching the mathematics program for middle school gifted students. Roeper Review, 9, 81–85.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 27
  •  Issue 4
  • Publication Date: Fall 2004



Mathematically Gifted Students: How Can We Meet Their Needs?

Jennifer V. Rotigel and Susan Fello

Today, as usual, Mrs. Johnson began her 3rd-grade math class by reading aloud a thinking puzzle: Charlie, the dog, was tied to a 2-meter rope. His favorite ball was lying in the grass at least 10 yards away from him. He managed to grasp the ball easily. How did he manage to do this?

Nathan’s hand flew into the air just microseconds after his teacher finished posing the question. While his classmates were pondering the problem, Nathan had already formulated the answer. Surprising even Mrs. Johnson, Nathan immediately found the lateral thinking puzzle required little effort and absolutely no math. While other students were converting meters to yards, moving decimal points, and drawing pictures, Nathan realized that the other end of the rope was not attached to anything; the dog merely had a 2-meter rope tied to his collar, but was not tethered at all.


ShoppingCart Summary

Shopping
Your cart is empty.