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Multiple-choice, fill-in-the-blank, and true-false questions are insufficient in assessing student understanding. Instead, open-ended questions allow students to explain their thinking and improve their written communication skills. (Gavin, 161)

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"It has been documented that the best way to provide appropriate mathematics instruction to gifted students is to have them grouped together by their ability in the subject area being presented. This has been proven true for mathematics instruction across a variety of grouping strategies including ability grouping." (Gavin, 161)

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Students benefit from the 4th step in Polya's problem-solving outline. Evaluating the efficiency of the solution.

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(Chapin, O'Connor, Andersen, 2013)

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Establish a welcoming environment in which students are able to argue over ideas with respect for their owners.

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"It's not that I'm so smart, it's just that I stay with problems longer." - Albert Einstein quotes from BrainyQuote.com

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Ramp up the difficulty and slow down the process.
"Going fast isn't always better. In fact, allowing students to discuss, struggle, and reflect takes time, but it is well worth it." (Gavin, 158)

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The ultimate form of learning is student led and in the form of discovery and exploration. Well-formed questions that are aimed at understanding concepts rather than simply attaining the correct answer develop a deeper level of intellect than procedural mimicry.

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Teachers need to emphasize that the critical thinking skills that are essential for mathematicians transfer to other subjects. Stating claims, giving proof, and defending arguments is a cornerstone of mathematics and any subject. Lastly, gifted students want authentic problems that show up in the real-world.

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Gifted students crave rigorous problems. However, they need to be taught how to model quality problem-solving habits, namely perseverance in staying with problems longer.
Additionally, problems for gifted students should be open-ended and contain multiple solutionary methods.