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A Historical Review of the Rapid Acceleration Model for Teaching Mathematically Precocious Youth Including an Anecdotal Record of the Kindergarten Mathematics Experience of One Highly Gifted Youth

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Identifier	Thesis 1931
Author	Reavill, Sandra
Title	A Historical Review of the Rapid Acceleration Model for Teaching Mathematically Precocious Youth Including an Anecdotal Record of the Kindergarten Mathematics Experience of One Highly Gifted Youth
Publisher	Central Connecticut State University
Date	2007
Resource Type	Master's Thesis
Notes	The purpose of this record is both to explore and enlighten our understanding of the relationship between the capabilities of highly gifted youth and the current recommendations for teaching such students, and to describe the process of one such student, Charlie, as a 5-year-old mathematically precocious kindergartener in the spring of 2007. A review of the pertinent literature on this topic reveals several distinct approaches. The questions addressed will include: 1.) Should the education of mathematically precocious children be handled differently than the education of normally abled children and if so, how? 2.) Is radical acceleration of the mathematics curriculum, as described by Julian Stanley a sound strategy in this case? 3.) Is Joseph Renzulli's enrichment triad model a sound strategy in this case? 4.) Can radical acceleration of the mathematics curriculum be delivered in the public school system? 5.) Can radical acceleration of the mathematics curriculum be delivered in an independent school? This thesis will also include the video record of Charlie, a kindergarten student who has mastered the entire arithmetic curriculum. His enthusiastic approach to problem solving, pattern recognition, and numeracy, along with his competent acquisition of algebraic, and geometric concepts are well documented in this record. Along with the video record, (presented on DVD) of Charlie's mathematics instruction from March 2007 until June 2007, this record includes a transcription of these lessons with instructor's notes, Charlie's work examples, and a recommendation for Charlie's future mathematics instruction. It was determined that the Stanley model of radical acceleration seems appropriate to some degree but the testing that is prescribed by the Stanley treatment requires a level of structured behavior that is not developmentally appropriate for even the most advanced 5-year-old. Renzulli's enrichment model also has certain applicable aspects, but does not address Charlie's need to be intellectually stimulated in mathematics class every day. The strategy we have followed thus far at The Talcott Mountain Academy is a partnership between the Renzulli and the Stanley models. Having Charlie attend the eighth grade geometry class is both an acceleration, as in Stanley's model, and a Renzulli type II enrichment. Charlie's continued study of more advanced topics with the Standard Deviants can be considered both a Type III student driven enrichment, as well as a radical acceleration as defined by Julian Stanley. The most important factor in making plans for Charlie's future instruction is continued flexibility and cooperation among his parents, his classroom teacher, the Talcott Mountain Administration and Staff, and the community. Among the possible future interventions are: • Continued acceleration • One-on-one work with graduate students of mathematics • Attending college courses in advanced mathematics • One-on-one work with the faculty scientists on our campus • The Johns Hopkins Center for Talented Youth online courses
Subject	Mathematics -- Study and teaching (Preschool) Gifted children -- Education (Preschool) Teachers of gifted children -- Training of
Department	Department of Mathematics
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713733937
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Home CCSU Theses & Dissertations A Historical Review of the Rapid Acceleration Model for Teaching Mathematically Precocious Youth...

A Historical Review of the Rapid Acceleration Model for Teaching Mathematically Precocious Youth Including an Anecdotal Record of the Kindergarten Mathematics Experience of One Highly Gifted Youth

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