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Students who we are describing as mathematically gifted include those who have high ability, high interest, advanced learning capabilities, exceptional promise (NCTM, 2016) or talent

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not a permanent trait but instead fluctuates with academic topic and student needs
THESE STUDENTS NEED INTERVENTIONS TOO!

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Students can be nurtured to enjoy expanding opportunities that allow them to grow beyond “proficiency.”
Right now fewer than 10% of students are performing at advanced levels....THIS IS NOT ENOUGH

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-Often found to easily make connections between topics of study but are frequently unable to explain how they quickly got an answer
-Not necessarily students who are speedy with their basic facts, but those who have the ability to reason and make sense of mathematics.

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-“use different tests” or to “use tests differently”
-do not wait for students to demonstrate their mathematical talent; screen everyone and do not only use a teacher nomination approach
-“cultivate your own” and develop such skills as tenacity and a growth mindset for higher level performance in advanced programs through challenging tasks and inquiry-based instruction
-curriculum should be adapted to consider level, complexity, breadth, depth, and pace

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For adapting mathematics for gifted students
1. Acceleration and Pacing
2. Enrichment (Depth)
3. Sophistication (Complexity)
4. Creativity
In each category student should apply rather than just gather information

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Recognizes that students already understand the math content you plan to teach
-By increasing pace of students' learning they are given access to curriculum different than the grade level content, while having more independent study!
Research reveals that gifted students that are accelerated are more likely to explore STEM fields!

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Activities go in a depth beyond the topic of study to content that is not specifically a part of your grade-level curriculum but is an extension of the original math.
-Format of enrichment can involve studying the same topic as the rest of the class, while having different means of the outcome of work.

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Raising the level of complexity or pursuing greater rigor of content (possibly outside of curriculum; connections of other subjects)
-Can study number systems from different countries/cultures; provides multicultural view on how our numeration system fits within historical number systems
-Students can think about math topics through another perspective, historic, or futuristic viewpoint

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Open-ended problems and investigations that allow for divergent thinking; often found in collaboration
-Collaborations could include....
Special math projects with the teacher, principal, or resource teacher
-Different options for students in culminating performances of their understanding;
Demonstrating knowledge through Investigations
Experiments
Simulations
Dramatizations
Visual displays
Oral presentations
-Learning is not only sped up, but is deeper in more complex levels

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1. Assigning More of the Same Work
2. Giving free time to early finishers
-leads to students hurrying to finish a task
3. Assigning gifted students to help struggling learners
4. Providing pull-out opportunities
5. Offering independent enrichment on the computer
Gifted students should be introduced to the joys and frustrations of thinking deeply!