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Supporting Highly Able Mathematicians - teachers | NRICH

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Whatever the size or phase of your school you are likely to meet some highly able mathematicians at some point in your career. If you are a highly competent and confident mathematician yourself, these students will be a challenge and often a delight. If you teach maths but are not particularly confident then meeting the needs of highly able pupils can be quite a challenge. Below are some ideas to prompt your thinking, and links to helpful information and resources. There are different ways in which teachers can meet the needs of their most able mathematicians. The most prevalent in UK schools is through acceleration - pupils move through the school curriculum faster than others, often taking assessments or examinations early. For some highly able students this is fine, so long as these three conditions can be satisfied: However here at NRICH we believe that acceleration sends a message that maths is about speed of working through content, and that there are other preferable, (or additi

Supporting Highly Able Mathematicians - Teachers Whatever the size or phase of your school you are likely to meet some highly able mathematicians at some point in your career. If you are a highly competent and confident mathematician yourself, these students will be a challenge and often a delight. If you teach maths but are not particularly confident then meeting the needs of highly able pupils can be quite a challenge. Below are some ideas to prompt your thinking, and links to helpful information and resources. There are different ways in which teachers can meet the needs of their most able

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