List of Reproducible Forms About the Author 1. Developing Mathematical Promise What Is Mathematical Promise? Who Are Mathematically Promising? What Are the Goals of Mathematics Instructions? How Might We Find and/or Create Good Problems to Explore? What Models Might We Use to Increase the Numbers and Levels of Mathematically Promising Students? How Should We Assess Success? Structure of the Activities in This Book 2. Number and Operations Investigation One: How Many Ways? Investigation Two: Same Sums Investigation Three: All in a Row 3. Algebra Investigation One: Where Am I? Investigation Two: Heads or Tails? Investigation Three: Field of Dreams 4. Geometry and Measurement Investigation One: Framed Investigation Two: Shape Up Investigation Three: Connect the Dots 5. Data Analysis and Probability Investigation One: Who's Got the Button? Investigation Two: On Your Mark Investigation Three: Bull's-Eye Resources References Index
Extending the Challenge in Mathematics is designed to help the general education mathematics teacher challenge his/her student(s) with mathematical promise. By providing math teachers with ready-to-use activities and the tools to create their own activities that will add depth to the standard curriculum, Extending the Challenge in Mathematics will help gifted/talented students in the regular classroom reach their full potential. Extending the Challenge in Mathematics goes beyond the concept of mathematically gifted students who were traditionally defined as the top three to five percent of students based on one standardized mathematics test or another. Mathematically promising students are defined as those who have the potential to become the leaders and problem solvers of the future. Mathematical promise is described by the National Council of Teachers of Mathematics Task Force on Mathematically Promising Students as a function of ability, motivation, belief, and experience/opportunity. By factoring motivation levels and access to challenging courses in with innate ability, the discovery and talent development of mathematically gifted students is more accurate than before.
Dr. Linda Sheffield is a Regents Professor of Mathematics Education at Northern Kentucky University. She received her M. Ed. and Ph.D. in Mathematics Education from the University of Texas at Austin and her bachelor's degree from Iowa State University. She has written numerous books and articles for both teachers and students and has conducted seminars for teachers across the United States and as far away as Spain, Germany, England, Sicily, Japan, Australia, China, and Hungary. Her books include PreK - 2 NCTM Navigations series, a series of math problem solving books for children in third through eighth grade, an integrated math/science book for teachers of preschool through primary school children, and a math methods book for elementary and middle school teachers. She is past-president of the School Science and Mathematics Association (SSMA) and was chair of the Task Force on Promising Students for the National Council of Teachers of Mathematics (NCTM). She was also editor of the NCTM book, Developing Mathematically Promising Students. Dr. Sheffield directs the graduate program for teachers of the gifted at Northern Kentucky University and has conducted several grant-funded programs designed to encourage teachers and students in the areas of mathematics and science.