This study examined the mathematics experiences of talented children in an impoverished rural school district located in a coal-mining area of Appalachia. Using interview methods, the researchers explored the children's ideas about the nature of mathematics, their perceptions of the mathematics instruction they received at school, and their engagement with mathematical ideas at home and in the community. Findings centering around 3 themes suggested that the children's experience was constrained by the presentation of mathematics as a discipline focused on calculation and bound by rules. Students' view of mathematics was further limited by a narrow conception of its usefulness. The study found, however, that the children received support for mathematics learning from their families and from the teacher of the gifted. Notably, instruction provided in the gifted program was reported as being more advanced, more challenging, and more engaging than what was offered in regular classrooms.
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