The Gifted Student
Kathryn Chval; Jane Davis
December 2008, Volume 14, Issue 5, Page 267
Differentiating instruction for gifted students can enhance participation, engagement, and mathematical learning for all students. The purpose of this article is to (a) discuss gifted students’ perception of their participation to middle school mathematics classrooms; (b) explain how one teacher differentiated a mathematical task to engage all her students; and (c) discuss considerations for other middle school teachers tackling the challenge of differentiation.
Gifted / Talented