Mathematical Acceleration in a Mixed-Ability Classroom

Abstract

What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the needs of our students?” The following is a brief summary of what current research reveals about mathematics instruction with gifted learners. The authors also recommend a model which teachers can use in mixed-ability classrooms to effectively challenge and raise student achievement in mathematics.