## The Development of Gifted and Talented Mathematics Students and the National Council of Teachers of Mathematics StandardsReviews research on the characteristics and identification of students displaying mathematical gifts and talents, as well as discussing research on the level of mathematical competency of the gifted and talented students in the U.S. An overview of the Curriculum and Evaluation, Professional , and Assessment Standards for School Mathematics is included along with recommendations for curriculum, teaching, and assessment of students showing mathematical talent. Specific recommendations for programs, teaching strategies, resources, and alternative means of evaluation are suggested. |

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Page 31 - Standards™ is a collaboration of the Learning Research and Development Center at the University of Pittsburgh and the National Center on Education and the Economy.

Page ii - R206R000001) as administered by the Office of Educational Research and Improvement, US Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgment. This...

Page ix - By the year 2000, US students will be first in the world in science and mathematics achievement; 5 By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship...

Page 15 - OVERVlEW 1. Mathematics as Problem Solving 2. Mathematics as Communication 3. Mathematics as Reasoning 4. Mathematical Connections 5. Estimation 6. Number Sense and Numeration 7. Concepts of Whole Number Operations 8. Whole Number Computation 9. Geometry and Spatial Sense 10. Measurement 11.

Page xiii - Create a coherent vision of what it means to be mathematically literate both in a world that relies on calculators and computers to carry out mathematical procedures and in a world where mathematics is rapidly growing and is extensively being applied in diverse fields...

Page 21 - ... toward logic and mathematical evidence as verification — away from the teacher as the sole authority for right answers; • toward mathematical reasoning — away from merely memorizing procedures; • toward conjecturing, inventing, and problem solving — away from an emphasis on mechanistic answer-finding; • toward connecting mathematics, its ideas, and its applications — away from treating mathematics as a body of isolated concepts and procedures.

Page 16 - The K-4 curriculum should make appropriate and ongoing use of calculators and computers. Calculators must be accepted at the K-4 level as valuable tools for learning mathematics.

Page 38 - Leder, G. (Eds.). (1990). Mathematics and gender . New York: Teachers College Press.

Page iii - Educational Sciences, US Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgment. This chapter, therefore, does not necessarily represent the position or policies of the...

Page 38 - Hembree, R., & Dessart, D. ]. (1986). Effects of hand-held calculators in precollege mathematics education: A meta-analysis. Journal for Research in Mathematics Education, 17, 83-99.