Document Type

Graduate Project

Date of Degree Completion

2007

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Lee Plourde

Second Committee Member

L. Fitch

Third Committee Member

S. Schmitz

Abstract

Research shows that mathematically gifted students learn differently from their same age group peers. They require curriculum to be differentiated to meet their specific learning styles (Johnson, 2006). Studies have shown that formal instruction in elementary school classrooms often lacks challenge for the gifted learner since courses in regular classrooms sometimes have a relatively narrow range of topics, minimal investigation of concepts, repeated drill and practice, and yearly repetition (Fello, 2004). This project consists of curriculum for third grade gifted math students which takes the regular classroom curriculum to a more contextual level. This unit provides inquiry-based, discovery learning approaches that emphasize open-ended problem-solving with multiple solutions or multiple paths to solutions which are what mathematically gifted students need to be successful.

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