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Mathematically Gifted and Talented Learners: Theory and Practice
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Koshy, Valsa; Ernest, Paul; Casey, Ron – International Journal of Mathematical Education in Science and Technology, 2009
There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context…
Descriptors: Foreign Countries, Student Needs, Academically Gifted, Mathematics Achievement
Mathematical Thinking with Lower-Attaining Pupils
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Woodham, Liz – Mathematics Teaching Incorporating Micromath, 2008
The main strand of the NRICH project is the NRICH website (http://nrich.maths.org), which was set up in 1996 to cater for secondary-aged pupils who were attending mathematics master-classes at the Royal Institution. By 1998, problems aimed at primary children were included and the site began to provide for students aged five to 18-plus. At this…
Descriptors: Constructivism (Learning), Mathematical Enrichment, Mathematical Logic, Low Achievement
The Midland Bank Maths Day.
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Gordon, Keith – Mathematics in School, 1988
Describes five problems for a mathematical contest for secondary school students: poster competition, team contest, speed contest, swiss contest, and relay contest. Provides the instructions, a typical problem, and scoring criteria for each. (YP)
Descriptors: Enrichment Activities, Extracurricular Activities, Foreign Countries, Mathematical Applications
What Kind of Mathematics Do Our Able Students Need?
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Gardiner, A. – Mathematics in School, 1990
Describes methods for teaching able students mathematical problems. Provides four problems and discusses the students' responses to them. (YP)
Descriptors: Elementary School Mathematics, Elementary Secondary Education, Foreign Countries, Mathematical Enrichment
Building a Bridge between GCSE and "A"-Level.
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Kitchen, Ann – Mathematics in School, 1989
Discusses three types of bridges to determine how best to model each one: (1) drawbridge; (2) balance bridge; and (3) bascule bridge. Describes four experiments with assumptions, analyses, interpretations, and validations. Provides several diagrams and pictures of the bridges, and typical data. (YP)
Descriptors: Foreign Countries, Mathematical Applications, Mathematical Enrichment, Mathematical Formulas