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Unformatted text preview: 566 Volume 18 ✤ Number 4 ✤ Summer 2007 ✤ pp. 566–585 m Project M 3 : Mentoring Mathematical Minds— A Research-Based Curriculum for Talented Elementary Students M. Katherine Gavin Tutita M. Casa Jill L. Adelson University of Connecticut Susan R. Carroll Words and Numbers Research, Inc. Linda Jensen Sheffield Northern Kentucky University Ann Marie Spinelli Spinelli Consulting More than 25 years ago, the National Council of Teachers of Mathematics ([NCTM], 1980) in their Agenda for Action stated, “The student most neglected, in terms of realizing full potential, is the gifted student of mathematics. Outstanding mathematical ability is a precious societal resource, sorely needed to maintain leadership in a technological world” (p. 18). Unfortunately, the results of the Trends in International Mathematics and Science Study ([TIMSS], 2000, 2004) showed that U.S. students con- tinue to fall far below their international peers on the math- ematics assessment. In fact, the gap increased from 4th to 12th grade, by which time only two countries had students perform- ing significantly lower than the United States (TIMSS, 2000). The most talented students in the United States also compared unfavorably with their peers. While 40% of eighth-grade stu- dents in Singapore and 38% of eighth graders in Taiwan scored Copyright © 2007 Prufrock Press, P.O. Box 8813, Waco, TX 76714 summary Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007). Project M 3 : Mentoring Mathematical Minds—A research-based curriculum for tal- ented elementary students . Journal of Advanced Academics, 18, 566–585. To date, there has been very little research-based mathematics curricu- lum for talented elementary students. Yet the gifted education and math- ematics literature suggest support for curriculum that is both enriched and accelerated with a focus on developing conceptual understanding and mathematical thinking. Project M 3 : Mentoring Mathematical Minds is a 5-year Javits research grant project designed to create curriculum units with these essential elements for talented elementary students. These units combine exemplary teaching practices of gifted education with the content and process standards promoted by the National Council of Teachers of Mathematics. The content at each level is at least one to two grade levels above the regular curriculum and includes number and operations, algebra, geometry and measurement, and data analy- sis and probability. The focus of the pedagogy encourages students to act as practicing professionals by emphasizing verbal and written com- munication. Research was conducted on the implementation of 12 units in 11 different schools, 9 in Connecticut and 2 in Kentucky. The sam- ple consisted of approximately 200 mathematically talented students entering third grade, most of whom remained in the project through fifth grade. Students in this study demonstrated a significant increase in understanding across all mathematical concepts in each unit from pre-...
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This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.
- Spring '09