Discusses ways of recognizing gifted and talented students and describes an instructional model for use by teachers as they develop curriculum for gifted students. Social studies learning activities, derived from the model, involve students in radio journalism, problem solving, collecting and analyzing data, role playing, surveying community…

This case study examined the performance of a 13-year-old highly skilled mental calculator on mental multiplication tasks. She solved difficult tasks by using various ingenious calculation methods, including distributing, factoring, and recalling the product directly. Implications for instruction are reported. (Author/RH)

Determined high school sophomores are desirable candidates for advanced placement European history courses. One high school's experience in implementing such a program is discussed. (RM)

Describes two one-week chemistry courses for intermediate-grade children and the principles upon which the courses are based. Includes course outlines which give course content, sequence, and the amount of time spent on each activity. (JN)

Suggestions are given for helping mathematically gifted, creative, and talented students by grouping, organizing for enrichment, and using mathematics to challenge. Specific activities are included. (MNS)

Some alternatives available for meeting the needs of the mathematically gifted student at the secondary school level are examined. Along with curriculum modification are discussed such approaches as magnet programs, special schools, special classes, summer programs, and mentor programs. (MNS)

The author shares 12 problems he has found effective in stimulating the imagination of students. (MNS)

Describes activities and courses designed to help gifted secondary school students develop their skills in critical analysis and verbal expression. (FL)

Guidelines are given for an enrichment program that uses preservice teachers as mentors to provide experiences for gifted and talented pupils in grades five through seven. Ratings of the program by 31 students are also included. (MLF)

A need for special programing in science and mathematics for the gifted is suggested. Characteristics of the gifted in science and mathematics are discussed, in order to help in the selection of previously identified gifted students for special science and mathematics instruction. Rating scales are suggested as aids to identification. (MP)

A project designed to stimulate analytical reasoning skills in elementary school students is described, with a sample of the developed exercises. The materials were found to generate and maintain an enthusiastic response from the group of gifted eight-year-olds with which they were used. (MP)

Activities used with gifted elementary students as part of a Title IV project are presented. The project was viewed to sharpen the analytical and investigative skills of participants, with both deductive and inductive critical thinking modes improved. It is felt everyone can reap tremendous benefits working with Soma. (MP)

Discusses ways to identify and provide for the mathematically precocious child in the regular school context. Presents a brief case study of one "math whiz" and lists some of the mathematics skills and concepts appropriate for such students in the elementary grades. (SJL)

"Pure" geometry is promoted as instructional material suitable for enriching the education of the mathematically gifted student. Examples of mathematical and logical concepts that can be highlighted with geometric presentations are given. (MP)

General characteristics of gifted students are listed. Seven attributes that characterize the gifted pupil in mathematics are reviewed in detail. (MP)