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2014-12-04
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In the United States mathematically gifted students frequently go unnoticed and most often receive the same education as their at-level peers (Ysseldyke, Tardrew, Betts, Thill, Hannigan, 2004). There is very limited funding available for gifted students and the identification and classification varies by state, often being decided by school district (National Association, 2014). Gifted American students are exposed to less challenging problems than those in other countries and, as a result, are falling behind in academic performance (Ross, 1993). This curriculum is designed to supplement the existing Geometry curriculum by offering eight unique, challenging problems that can be used for gifted students in either heterogeneous or homogenous groups. The purpose of this curriculum project is to provide problems to support teachers in their instruction of gifted students so that these students are challenged by curriculum in a rigorous unit of mathematical material.