Maths is not a subject that many can master. Most just learn to apply it
and get through academics. However, there are some gifted children who take to
maths like a fish takes to water. Their uncanny ability to solve much difficult
challenges of maths which is beyond their level can be evident in a maths class
and often during maths tuition
London. It is the duty of the maths tutor to identify such students and
nurture their innate potential to the full. Here we would throw light on its
various aspects.
What is mathematical promise?
In order to identify mathematically able students, it is first important
to define mathematical promise. Going by the definition of the National Council
of Teachers of Mathematics Task Force, Mathematical Promise is a function of
motivation, belief and experience or opportunity. None of these traits are a
fixed quantity and each need to be developed to the hilt to maximize reaching
the true potential of the student. The definition encompasses students who are
traditionally identified as gifted, talented, precocious etc. It also adds that
student who’s above average talent and skills are excluded from the gifted
children bracket but are counted as mathematically promising students.
Traits to look for in a
mathematically gifted child
Mathematically gifted children would obviously show some traits and
characteristics that would not be visible in the other average students. We
list below some characteristics that any alert maths tutor should be able to
identify as indicators of the child’s potential. While some students can
exhibit all the characteristics, but some will show them at different times
depending on cognitive, socio-emotional and physical development. Most
mathematically able students would independently demonstrate the ability to –
· Demonstrate
the mathematical thing along with a keen awareness of quantitative information
in the world around them.
·
Ability
to think logically and symbolically about all quantitative, spatial and
abstract relationships.
· Ability
to easily perceive, visualize and generalize both numeric as well as non-numeric
patterns and relationships.
·
They
can reason any problem analytically, deductively and inductively.
·
They
can utilize reverse reasoning processes and switch methods in a systematic yet
flexible manner.
· They
can easily work, communicate and justify mathematical concepts in their own
creative and intuitive ways, in writing as well as verbally.
·
They
can apply their learning to novel situations.
·
They
can come up with probing mathematical queries to even application of concepts.
·
They
always take up the challenge and persist for solutions considered complex,
messy or ill-defined.
· They
show an uncanny ability to organize information and data in numerous ways while
disregarding irrelevant data.
· They
not only grasp mathematical concepts and strategies quickly but retain it as
well and can easily relate them within and across content areas and real-life
situations.
·
They
can easily come up with multiple solutions to the problem.
· They
use mathematics with innate confidence and do not hesitate to take risks with
mathematical concepts and strategies.
·
They
can easily apply estimation and mental computation strategies.
Teaching mathematically gifted children
Teaching mathematically gifted children needs some proper planning and
execution. This requires a mental preparation from the teacher’s side as well.
Foremost, the teacher must let go of the concept of normal or sticking to the
teacher’s curriculum. Even the gifted children must be given opportunities to
grow from where they are at that point of time. They must not be given advanced
work much earlier. Simultaneously, it is important to remember that even the
gifted children might have weaknesses. It is extremely important to work on
both their strengths and weaknesses.
Keeping that in mind, they should be given work and assignments that
challenge their over-working brain and urges them to push their boundaries. With
gifted children, like the challenged ones; it’s best to get the parents
involved. Get them to support and work with the child in his enrichment projects.
Often the parents are not aware of the child’s abilities or his changed
curriculum. Getting them involved will go a long way in creating the right
atmosphere for an all around development of the child. Thus, when you are
giving out a differentiated assignment to the child, his parents would
understand and not panic.
