Students in a fifth-grade general education class and a second-grade gifted class participated in the Triangular Bicycle Flags problem. The results indicated that providing students with geometric experiences at the correct van Hiele level is necessary for helping students move from one level of understanding to the next.

Practical and engaging, this book contains 21 case studies that help students apply curriculum theory to classroom reality. Each case is authored by an in-service teacher, reflecting on ways to improve instruction by making changes to various aspects of the curriculum. These real-life examples investigate up-to-date curricular issues ranging from…

Up to 10 persons a year are awarded medals for high performance in the South African Mathematics Olympiad, designed to stimulate the love for mathematics and to discover and reward youthful talent and aptitude. Questionnaires were sent to this group to ascertain their achievements, as a means of evaluating the effectiveness of the Olympiad. In the…

The Comprehensive School Mathematics Program (CSMP) is a program of CEMREL, Inc., one of the national educational laboratories, and was funded by the National Institute of Education (NIE). Its major purpose is the development of curriculum materials for kindergarten through grade 6. CSMP was developed as a curriculum for ordinary classroom use,…

Annual mathematics talent searches for 12-year-old students were conducted in Hamburg, West Germany. One-hundred-fifty students took part in a long-term Saturday enrichment program to train them in problem finding and problem solving. The philosophy of this program is explained and illustrated with preliminary data. (MNS)

Five problems are given which are designed to challenge gifted students while giving them opportunities to use algebraic concepts. Solutions are provided. (MNS)

Three probability problems designed to challenge students are presented: Liars and Diamonds, Heads Wins, and Random Walks. Other statistic problems are suggested that could involve computer simulations. (MNS)

The programs provided for mathematically gifted students are divided into two categories, labeled enrichment and acceleration. These two types of programs are discussed and the basic forms of instructional patterns are presented, along with the pros and cons associated with each. (MP)

The article describes application to mathematically gifted elementary age students of the diagnostic/prescriptive model developed by the Study of Mathematically Precocious Youth. A five-step procedure of beyond-level standardized testing is followed by mentored instruction based on analysis of testing errors. (DB)

An enrichment program emphasizing activities with calculators and computers for mathematically advanced children is discussed. How the program was implemented in grades three - six and in grades one - two is described in some detail. A schedule of activities and a list of resources is also given. (MNS)

This digest discusses the unique needs of mathematically gifted students and reasons why curriculum and instruction should be differentiated for these learners in mixed-ability classrooms. Recommendations for differentiation include: (1) give pre-assessments so that students who already know the material do not have to repeat it but may be…

Four issues of this quarterly publications on gifted education include the following articles: "Unrecognized Giftedness: The Frustrating Case of the Gifted Adult" (Marylou Kelly Streznewski); "Shakespeare in the Classroom: The Bard is Back!" (Rosanna DiMillo Sandell); "What Teachers, Parents, and Administrators Need To…

Characteristics of mathematically gifted students are described, followed by sections on acceleration and enrichment, classroom organization and strategies, and teacher qualities. (MNS)

Enrichment activities that teach about geometry as they instruct in geometry are given for some significant topics. The facets of geometry included are tessellations, round robin tournaments, geometric theorems on triangles, and connections between geometry and complex numbers. (MNS)

It is felt a clearly defined and carefully planned curriculum must be used to avoid wasting the talents of the gifted youngster. Four curriculum models are presented. These are the: (1) Acceleration Model; (2) Breadth/Depth Model; (3) Topics Model, and (4) Enrichment Model. Examples of applications of each are noted. (MP)