Timeline for How can I teach Mathematics to genius students?
Current License: CC BY-SA 3.0
16 events
| when toggle format | what | by | license | comment | |
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| Dec 7, 2017 at 17:14 | comment | added | guest | Question seems strangely broad. Why not ask about specific courses you are teaching? And are you the first person considering this issue? Maybe the school has already selected a book/curriculum that is more challenging than the norm. (I.e. they have a strategy for dealing with this.) | |
| Dec 7, 2017 at 17:07 | comment | added | guest | My advice (based on being a student in this sort of situation) is to just teach the standard stuff but accelerate it. If you want to enrich very slightly, do so. DON'T go off the deep end though. It is enough to cover the starred sections of the book or the harder HW problems (more than a normal class). If you don't have the ability to accelerate students because of course structure, don't sweat it. Many will do a year ahead in 8th grade. Some will do summer school (and you can encourage the strongest students). Also realize they have other classes too, so there is a limit on their time. | |
| Jun 22, 2015 at 23:44 | answer | added | Joseph O'Rourke | timeline score: 7 | |
| Jun 22, 2015 at 18:54 | answer | added | Amy B | timeline score: 6 | |
| Feb 10, 2015 at 4:20 | comment | added | Diego Robayo | I think no difference shall be made. One can push the best students, but a very important thing to teach is to bw humble. | |
| Feb 9, 2015 at 20:24 | comment | added | Daniel Hast | It's probably a good idea to avoid the word "genius" — it promotes the stereotype that skill in mathematics is primarily a matter of some mysterious innate talent, which implicitly devalues effort, practice, and experience and discourages many students who don't instantly "get it". (There's also some evidence that such framing especially tends to discourage underrepresented groups.) | |
| Feb 9, 2015 at 19:43 | answer | added | nickjamesuk | timeline score: 12 | |
| Feb 9, 2015 at 14:32 | history | edited | JTP - Apologise to Monica | CC BY-SA 3.0 | edited title |
| Feb 9, 2015 at 11:47 | history | edited | quid | edited tags | |
| S Feb 9, 2015 at 10:45 | history | edited | Andrew Sanfratello | CC BY-SA 3.0 | Fixed the grammar |
| S Feb 9, 2015 at 10:45 | history | suggested | CommunityBot | I added a tag. | |
| Feb 9, 2015 at 10:13 | review | Suggested edits | |||
| S Feb 9, 2015 at 10:45 | |||||
| Feb 9, 2015 at 10:07 | history | migrated | from math.stackexchange.com (revisions) | ||
| Feb 9, 2015 at 10:01 | comment | added | Timbuc | If they really are genius and in high school chances are they already know more than you (or in a little while they will) and they need, and quick, college or university level. If they are, as more usually happens, "only" very talented then you can try some university themes with them. Anyway, this question belongs, more probably, to other section. | |
| Feb 9, 2015 at 10:01 | comment | added | MonK | Define GENIUS? Independent of the type of student, I believe your methods of teaching shall be the same and equal for all. All Geniuses went to school. :) | |
| Feb 9, 2015 at 9:58 | history | asked | souran | CC BY-SA 3.0 |