How do you design a math curriculum that challenges gifted students without boring them?

Assessing students on the content you're about to teach can give you a sense of how to best enrich the curriculum for those students who need it. Bear in mind that the group you need to challenge will shift over the course of the year depending on the curriculum.

We might think in the content, but it is necessary to explore the level of development of skills: communication, problem solving, social, research and self-management to have a better picture of the areas to help to develop. Gifted students have different rithms, even among them, and that is an advantage to take in consideration to design a curriculum, this can be collaborative or promoting individual opportunities.

One needs to consider that gifted math students are in school to learn. Nothing is more antithetical to motivation than to ignore the needs of a student by overly elevating our concern regarding isolation, stress or anxiety. Instead, place more focus on a few other factors. Gifted math students often lack role models who perform commensurate or above them. Research indicates that a child's lack of mental-aged peers is much more isolating than a lack of chronological-aged sameness. ALL students need motivation; but motivation is "movement toward one's goals." The very purpose of assessment is to offer students constant feedback to move forward. Holding back the gifted child because he/she is ahead of the rest does great harm to all.

Rather than thinking of moving through the curriculum faster or skipping topics they're already demonstrating excellence, gifted students benefit ???????????????????????? from going DEEPER, rather than wider. For example, let's look at the skill 'adding fractions'. Consider asking gifted students, "How can you tell if the sum of two fractions will be greater than 1?", "Two fractions have a sum that is just under 1. What could those fractions be?", "The sum is 13/12. What could the fractions be?". These questions are open-ended and can stimulate curiosity, deepen understanding, and encourage thoughtful conversations. When teaching gifted students, I believe going 'deeper' within the learning is the way to acceleration! ??

Acceleration per se it not the solution. “Self-efficacy declines significantly upon entry into accelerated mathematics.” [Bandura, 1997; C. S. Dweck 2007; Yeager et al. 2019]. “Students who speed through content without developing depth of understanding are the very ones who tend to drop out of mathematics when they have the chance.” [Boaler 2016] As others have mentioned or alluded to, enrichment is a much better option. Enrichment is not about doing the RHS (Right Hand Side) after completing the LHS of a series of textbook questions, that is where boredom comes in. Retreval is in extremely important part of the learning process, 'gifted' students often require less of it. We need to consider the types of questions we ask.

I frame acceleration as a bonus that will make the school day more fun and improve their scores on benchmark assessments (such as MAP). I only assess these students on grade level content for my grading purposes to avoid unduly pressuring them.

After you understand the needs for education you must promote their own rithm and propose mechanisms to face different situations. Feelings such as loneliness and frustration can overwhelm them easily, but from the perspective of emotional intelligence it is crucial to teach them to express their feelings objectively and identify the best course of action. Generally, this students have less age than the students of their class and they need to deal with the problems of social challenges.

The options offered for gifted students should be tailored by a group of teachers of mathematics, a team that can generate insightful opportunities for learning. Taking in consideration the personality, skills and the personal goals, provide a selection of materials and challenges with strategies that can become into routines, this type of education it is more confortable for them and provides stability during Tha emotional changes of their age.

A gifted student should be equilibrated between activities of task that likes to complete and other tasks, not that attractive, but necessary. This will help them to deal with this types of situations and create a mechanism to deliver results. This equilibrium will allow them to pursue long term goals and take all types of tasks to strengthen their learning skills and knowledge.

The key here is also the familiar environment, the learning support comes from different directions and can be organized by the family and the school. What behavior to follow in the house during non-school hours is so important to ensure successful development of learning experiences at the school.

The curriculum/syllabus was designed, considering the expertise suggestions capable of analysing child’s cognitive levels with evidence from neuroscience, and the child receptive levels. Most of the discussions troll around rote learning, high level math skills exploration, etc. On top of all these, it’s the ability of the person who is teaching in that exact moment to understand the child’s understanding levels are and to switch to that particular level and teach, but it may differ in case of other student. So, there is no steadfast rule to teach the designed curriculum. To have a curriculum with 21st-century competencies as explained by OECD/CERI learning compass 2030 is good but to act upon the situation is the best way.