Talented middle school students in most public schools and traditional private schools do not have access to a curriculum that allows them to go at their own pace, adequately challenges them, or presents mathematics in a process-based way so that students can become familiar with behaviors of mathematicians (Gentry, Gable, & Springer, 2000; Rogers, 2007). Many gifted students are subjected to materials written at levels that are inappropriate for them and teachers that are not adequately prepared to teach them (Rogers, 2007).
Stupp, Shari; Nabb, Keith; and Goodwin, Danielle
"THE POWER OF A SELF-PACED, CHALLENGING, PROCESS-BASED, ONLINE MATHEMATICS CURRICULUM FOR TALENTED MIDDLE SCHOOL STUDENTS,"
Transformations: Vol. 5
, Article 3.
Available at: https://nsuworks.nova.edu/transformations/vol5/iss1/3