High school students normally encounter the study and use of formal proof in the context of Euclidean geometry. Professional mathematicians typically use an informal trial-and-error approach to a problem, guided by intuition, to arrive at the truth of an idea. Formal proof is pursued only after mathematicians are intuitively convinced about the…

This article describes Success Express, a program planned and implemented as part of a collaborative 1990 Javits project for gifted students between Lamar University and Texas A & M. The program has been continued by Lamar and Beaumont Independent School District as a two week summer program to identify high-potential, low-income 4-5 year olds…

This issue of the Center's "Systems Newsletter" will be the last one published under the aegis of Dr. JoyceVanTassel-Baska, the Center's founder and current Executive Director. As of this August Dr. VanTassel-Baska will officially retire from the College of William and Mary and the Center. She will still be an integral part of the Center…

The North Carolina School of Science and Mathematics was established in 1980 as a resident public high school for juniors and seniors demonstrating ability and interest in science and mathematics. Outlines the admission policy, instructional program, supportive services, and the school's commitment to public service. This was the first publicly…

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)

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)

Explores current thinking on ways to improve the identification and education of intellectually talented youth. Discusses the problems of meeting the needs of individuals with many different abilities and describes a model program at Johns Hopkins University for mathematically precocious youth. (GC)

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)

A view is presented that there are people with inborn mathematical talent, and that people with such talent need to receive the best instruction possible. (MP)

A mathematics course using programmable calculators, which was part of a summer enrichment program for upper elementary and junior high students, is described. (MK)

"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)

The Diagnostic Testing and Prescription model, developed by the Center for Talented Youth at Johns Hopkins University (MD), was implemented in seven sixth-grade classes at three Brooklyn schools. The selected 165 students were provided an accelerated curriculum (covering arithmetic, prealgebra, and in some cases, algebra) and completed from 1-2.5…