Gifted Issues Discussion homepage Forums Learning Environments Conceptual mathematics

I'm sure that you guys have heard the sports analogy, but I will persist.

If you have a child who has a rare gift for swimming, say, and has the potential to become an Olympic athlete, then you don't tell him (or her) that he can swim fast enough. You don't make him sit on the sidelines and watch while the other kids try to catch up. If you have a kid who can make baskets from the three-point line, you don't park them on the bench during the game so that other kids can improve their basket-making skills. And if you have a child who can paint or play the violin, then you don't make them sit quietly and watch while the other kids practice. Why should academics be any different?

It is because we value individual talents in all areas, except in academics. In academics, you are expected to be part of the herd.

You couldn't be more right. I'll never tire of hearing that analogy because it's relevant.

Okay, I will go back to being mild, mannered me now. I just feel that there is a letter to Newsweek that is trying to get out. I'll have to sit down, write it out, and I will feel better. (even if I don't mail it off!)

The book that you mentioned, fitzi, looks really interesting. I will have to investigate it. My DS definitely fits in the category of loving the big concepts enough that he rushes over the small details.

ROFL!!!

Okay, bye all, I'm over to Amazon now.

Neato:

I didn't know Amazon had an actual store. By the way, Singapore math has its own site (you probably know), though their shipping charges are criminal.

FWIW (and I am the opposite of an expert), the book I just mentioned advocates not holding mathematically-avid kids until they master factual knowledge and computational skill. Rather, they advise letting the children run with the concepts, and circling back as required along the way to fill in gaps. I suspect, though, that the dynamics are different if you are teaching at home than they would be in a school setting.

I'm in the same state. I've visited my congressman, written letters, etc. I'm probably not going to give up.

My cynical side fears that the schools are happier without the gifted kids, because they're so much more work. And teachers don't get bonuses or rewards for doing more work, so there's very little to motivate them.

Val

I respectfully disagree. Those 2% of kids are the ones with the highest probability of being the inventors, leaders, and entrepreneurs of tomorrow. They're the ones with the most potential to do beneficial things for society and we ignore them. Helping them excel will ultimately help everyone. Ignoring them harms their development AND sends a bad message. Other developed nations see this and group by ability. We don't in the name of phony egalitarianism.

Val

Yes ebeth!!! I loved that part in "The Incredibles"

Nope, CFK, I am right with you!!!!