Presented by :

Sunitha Sudarsanan
Mathematics Optional
K.U.C.T.E. , Kayamkulam
Resister Number:13978019



TOPIC


Identification
and
Enrichment programmes
for
Gifted students








INTRODUCTION

A child whose I.Q. is above 130, is usually considered
as a gifted child. It is expected that not more than 2 percent of the
school children will belong to this category. Among these 2 percent
there will be a few whose I.Q. will be as high as 181 to 190 .Gifted
children will be much more able than normal children in almost all
types of activities.
The gifted students can be rightly called the cream of
the population. They are the potential teachers for different walks of
life. If given proper education and provided suitable opportunities,
they can make significant contribution to the overall progress of
the society. The gifted is not a gift for himself alone, he is a gift for
the society as a whole. Ordinary people generally spend their lives in
ordinary ways, but the gifted ones devote themselves to higher tasks
or breaking new grounds, and leaving behind their footprints for
others. They are the stuff which is most precious and which deserves
special attention in the matter of education.




Identification of the gifted
children in mathematics

The identification of the mathematically gifted
is as important as nurturing their mental abilities and skills to
acquire a high level mathematical thinking and reasoning . The
following points should be taken in to account while classifying
the students as mathematically gifted .
Opinion of other subject teachers.
Opinion of the teachers of previous classes.
Students score on mathematics aptitude test, mathematics
achievement tests and intelligence test.
Students past performance in mathematics in the previous classes.
Students score on inventories like interest in mathematics, attitude
towards mathematics.
The report of a properly planned interview with the child.
The present picture of the achievements and aptitude tests in
mathematics.
The opinion of the teacher himself based on the day- to- day
observation of the childs behavior.



Characteristics of the Mathematically
Gifted
He learns rapidly and easily.
He remains alert and keenly observant in the teaching-
learning process.
Recognizes similarities and differences quickly.
Has excellent memory, good vocabulary, broad
attentionspan, and high reading ability.
Uses his spare time productively.
Frequently asks profound questions and responds quickly
and correctly.
He can associate and correlate the various pieces of
knowledge concerning different topics and branches of
mathematics.
He is able to generalize the things and draw appropriate
conclusions.
He gives evidences of his fine imagination, remarkable
memory and developed reasoning and thinking powers.
He shows a great deal of common sense and practical
knowledge.
He shows originality, novelty and creativity .
He remains alert and keeply observant in the teaching-
learning process and pursues interest with tremendous
energy and drive.
Enrichment Programme for the
Gifted

The gifted children have tremendous energy with a lot of
determination to realise the goals . Encrichment as a technical term
is used for enriching the already available opportunities of education.
Basically it consists in the selection and organization of learning
experience and activities appropriate to the childs adequate
development.
In providing additional learning opportunities under the
enrichment programmes for the students of mathematics, the
following two channels are suggested.
1. Provision of different curriculum.
2. Enrichment within the existing curriculum.

Under the first channel, the curriculum may contain more
advanced topics or will include more challenging tasks to motivate
the mathematically gifted students.
Under the second scheme, attempts may be made to provide
enrichment programmes and opportunities within the existing
curriculum. This provision, for example, may include the following ;
To ask the gifted children for solving more different problems.
To ask them for deep and intensive study of the topics.
To encourage them for independent library reading.
To encourage them to carry the learning of mathematics to
their daily life activities.
To encourage them for becoming active independent enquires
and discoverers of the knowledge .
To ask them to work on some useful projects independently or
in a group.
To hand over special assignments.
To ask them for the construction of mathematical models, aid
material and improvised apparatus.
To encourage them to write good essays and articles on the
topics of mathematics.
To ask them to arrange or contribute for the mathematics or
science fairs and exhibitions.
To ask them to participate in panel discussion, seminar or
contest concerning mathematics and to prepare and produce its
reports.
To ask them in the participation organisation of activities
concerning mathematics club.
To encourage them for the experimentation and independent
research in the field of mathematics and allied subjects.
To encourage them for the novelty and originality in their
approach.
To encourage them to seek association and correlation within
topics, branches, subjects of the school curriculum.


CONCLUSION

The gifted students can be rightly called the cream of the
population. So the teacher may plan some or the other learning
experiences for the benefit of gifted children depending upon the
available resources and circumstances. Also, a mathematics teacher
should strive hard for the enrichment of learning experiences
according to the needs and requirements of his gifted children.


REFERENCE

Teaching mathematics - Dr .S.K.MANGAL.
Teaching of mathematics - Dr . ANICE JAMES.
The teaching of mathematics - KULBIR SINGH SINDU.
Psychological foundations of Education - Dr. K . SIVARAJAN.