{"id":3880,"date":"2016-11-17T01:00:32","date_gmt":"2016-11-17T06:00:32","guid":{"rendered":"http:\/\/www.eimacs.com\/blog\/?p=3880"},"modified":"2018-08-02T09:19:32","modified_gmt":"2018-08-02T13:19:32","slug":"gifted-math-a-better-alternative-to-acceleration","status":"publish","type":"post","link":"https:\/\/www.eimacs.com\/blog\/2016\/11\/gifted-math-a-better-alternative-to-acceleration\/","title":{"rendered":"Gifted Math: A Better Alternative to Acceleration"},"content":{"rendered":"
\n\"An<\/a>\n<\/div>\n

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Acceleration Helps But Gifted Kids Need More<\/b><\/p>\n

For mathematically talented children, acceleration is a commonly used approach to address their need to be challenged. While acceleration can save gifted math<\/a> students from unnecessary repetition, by definition acceleration cannot go deeper than the standard curriculum, and deeper is what many of these students desperately need. Mathematically talented students deserve to be inspired by engaging curriculum, not merely less bored. Educators know this and are seeking better solutions that offer gifted math students the opportunity to study genuine mathematics with the depth and sophistication that match how their gifted minds work.<\/p>\n

Common Characteristics of Gifted Children<\/b><\/p>\n

The National Association for Gifted Children (NAGC) lists common characteristics of gifted children<\/a>. Twelve that relate particularly to the study of mathematics are:<\/p>\n

    \n
  1. Rapid learner; puts thoughts together quickly *<\/li>\n
  2. Excellent memory *<\/li>\n
  3. Advanced comprehension of abstract ideas<\/li>\n
  4. Enjoys solving problems, especially with numbers and puzzles<\/li>\n
  5. Thinking is abstract, complex, logical, and insightful<\/li>\n
  6. Longer attention span and intense concentration<\/li>\n
  7. Learn basic skills quickly and with little practice *<\/li>\n
  8. Asks probing questions<\/li>\n
  9. Highly developed curiosity<\/li>\n
  10. Interest in experimenting and doing things differently<\/li>\n
  11. Puts idea or things together that are not typical<\/li>\n
  12. Vivid imaginations<\/li>\n<\/ol>\n

    Of these twelve characteristics, acceleration can make maximum use out of only 1, 2 and 7 to deliver a learning experience that is somewhat better than no accommodation at all. The other nine characteristics require an approach that is fundamentally different from the standard curriculum, which is designed to work with typical students.<\/p>\n

    \n\"Online<\/a>\n<\/div>\n
    \nCorbin Diaz, a rising eighth grader in the EMF program, is excited about learning advanced mathematics.\n<\/div>\n

    <\/p>\n

    EMF Understands Gifted Thinkers<\/b><\/p>\n

    Elements of Mathematics: Foundations<\/a> (EMF) provides that fundamentally different approach. Developed by a team of mathematicians who teach gifted children, EMF was designed from scratch to leverage all 12 characteristics. The result is a curriculum that allows talented students to immerse themselves in the study of mathematics where their unique way of thinking fits naturally and is an enormous advantage to learning at the highest levels.<\/p>\n

    One of the most important aspects of EMF is that it allows students to experience the excitement and satisfaction of intellectual discovery. The standard curriculum, accelerated or not, tends to present the final result as a given to be accepted blindly. By contrast EMF emphasizes the path leading up to the result and teaches some basic techniques of logic used to get there.<\/p>\n

    EMF students are guided through thought-provoking exercises that lead them to keen observations. Then using logical and creative thinking to analyze and synthesize this information, students are able to arrive at the result themselves. This approach creates a much deeper, intuitive understanding of mathematics and is strongly aligned with how gifted children learn, especially the nine characteristics that acceleration ignores.<\/p>\n

    <\/p>\n

    Gifted Math 2.0<\/b><\/p>\n

    Acceleration has been an acceptable compromise solution for gifted math students and their educators for a long time. Many gifted students, however, have long needed and deserve better. They need to learn mathematics in a way that embraces their endless curiosity and unique way of looking at the world. They need a curriculum designed specifically for the way their minds work. That curriculum is EMF<\/a>.<\/p>\n