| This study was designed to determine (1) how gifted elementary school students function in a regular mathematics class throughout the school year, (2) what special provisions are currently being made for gifted elementary students in local school districts, (3) what rationale guides the design of existing local mathematics programs for gifted elementary students, and (4) what the collected data imply in terms of specific recommendations for the development of elementary mathematics programs for gifted students. The investigation was based on the premise that gifted students require sound, differentiated mathematics programming at the elementary school level.;The second phase consisted of a telephone survey of sixty-two school districts to collect data on existing mathematics programs for gifted elementary students. In particular, the results of the survey showed that (1) all school districts surveyed claim to have programs for gifted students, (2) the programs vary from token to comprehensive, from inadequate to adequate, (3) the programs are generally attempts to provide enrichment in many school subjects within a one-hour per week time frame, (4) of several curriculum models used, the "pull-out" model is most common, (5) the coordinators of the programs are usually teachers who perform this duty in addition to their regular teaching responsibilities, (6) the coordinators of the programs have little expertise in gifted/talented education or in mathematics, and (7) only fourteen of the programs surveyed provided any differentiated mathematics experiences for the gifted at the grade level of the case-study subjects. Generally, the results of the survey revealed that most school districts do not adequately provide for gifted students in mathematics at the elementary school level.;The third phase consisted of the presentation of recommendations for the design of a program in mathematics for gifted elementary students based on a synthesis of gathered data. The suggestions pointed out (1) the need for a sound, philosophical basis which provokes differentiated curriculum and methodology, (2) the need for alternatives to regular classroom instruction, such as special classes, part-time interest groups, independent study, and tutoring and mentorship, (3) the need for specialized personnel who are trained in both mathematics and gifted/talented education, and (4) the need for a differentiated mathematics curriculum at the elementary school level. In the spirit of experimentation, two sample mathematics units were created and presented.;The first phase of the study consisted of case studies of three gifted elementary school students. The methodology employed included (1) direct, uncontrolled, quasi-participant observation of the children in mathematics class over an extended period of time, (2) individual interviews and work sessions with the children, (3) a meeting with the parents in each child's home setting, (4) informal discussions with each child's mathematics teacher, and (5) a review of available file information. The case-study data, related as a digest of narrative description, revealed patterns of behavior consistent with the premise that gifted students require special programs in mathematics. |
