A learner’s giftedness entails the unusual abilities to recognize, learn, and use facts in varying fields of knowledge. Gifted learners take a short time to understand, apply, and remember knowledge as compared to other learners of their level. Many education programs mismatch these learners’ developmental abilities. Hence, individual educational plans help these learners meet their learning demands. Teachers can make instructional interventions on these learners without any formal plans. This is because teachers usually have direct contact with learners hence, they understand better individual learner needs (Hurwitz and Lacalamita, 2006, pp.2-7).
Mathematics Instructors must consider gifted learners’ strengths and needs before designing any educational program for them. Modes of instruction for these learners vary. In most education centers, instructors offer withdrawal assistance to these learners or design instructional material and methods, which learners use in special classes. This helps to identify and use correct instructional and evaluation methods that ensure learners’ mathematical abilities are developed. In addition, instructors should give special attention to gifted learners with other special conditions for example learning disabilities, hearing problems, and anxiety disorders (Hurwitz and Lacalamita, 2006, p.8).
Mathematically gifted learners usually have unique needs. To maximize their potential, schools should give them pre-assessment tests to determine their abilities. The tests help teachers to determine students’ knowledge of certain mathematical concepts; hence, helping instructors to avoid repetition of concepts (because these learners are easily bored). In addition to pre-assessments, this learners should be given tests that depend on their varying capabilities in mathematics (Johnson, 2000, pp.4-6)
Textbooks enhance content mastery; hence, for this class of learners, teachers should select textbooks that offer more enrichment to knowledge learned. Problems that these learners solve must be challenging and should ensure mathematical concepts learned are correctly applied. In teaching these learners, teachers should use inquiry-based approaches in content delivery. The instructors must make these learners participate actively during teaching, through the application of challenging questions in responding to mathematical problems encountered. In addition, instructors should allow learners to use mathematical objects and tools during learning such as pattern blocks, calculators, and Cuisenaire rods. The use of Computer programs also gives gifted learners opportunities to develop advanced problem-solving skills, hence their potentials are stretched beyond the normal classroom experiences (National Mathematics advisory board, 2008, pp.40-53).
Some topics in mathematics for example computer science, statistics, and calculus require learners to logically analyze data and draw desired inferences and justifications. For a better understanding of such topics, instructors should provide learners with highly developed content. This ensures instructions extend learning beyond specified classroom experiences. Instructors can achieve this by giving learners differentiated assignments and opportunities to contribute and share their experiences in mathematics competitions. In addition, teachers should formulate mathematical applications that relate to the real world via assignments and projects (Baska, 2009, Para. 5-6).
To avoid repetition and ensure acceleration in the learning of new concepts, instructors should provide learners with opportunities to skip areas tests show content mastery. Subject skipping acts in some cases as a prerequisite for grade skipping when instructors are very sure learners have mastered certain mathematical concepts that correspond to specific levels. Decisions on subject skipping depend on individual achievement tests. Individualized mathematical tests must examine all concepts across the mathematics curriculum with emphasis on algebraic expressions, computation, and spatial skills. The tests must emphasize individual differences in understanding, creativity, and content mastery both orally and in writing (Hurwitz and Lacalamita, 2006, pp.10-13).
In conclusion, to ensure all educational programs meet varied learner needs, school administrations in collaboration with specific subject teachers should adjust classroom settings to meet all developmental needs of learners. In addition, education providers should differentiate the curriculum, through changing instruction models and curriculum content.
Reference
Baska, V. J. (2009). Individual instruction plan menu for the gifted child. Web.
Hurwitz, B. & Lacalamita, R. (2006). Developing individual educational plans for the gifted students: information for parents. Web.
Johnson, T. D. (2000). Teaching mathematics to gifted students in mixed ability classroom. Eric digest. Web.
National mathematics advisory board: U.S department of education. (2008). Foundations for success. Web.