Abstract

For many years, it has been a common practice to recognize students with high potential by according them targeted privileges and opportunities. This includes the practice of allowing students to accelerate their high school programme and, in the case of New Zealand students, to take university courses during their final school years. This work assesses the wisdom of this practice of acceleration in mathematics both for the student and the tertiary institution. (Contains 7 figures and 1 table.)

Citation

Hannah, J., James, A., Montelle, C. & Nokes, J. (2011). Meeting the Needs of Our Best and Brightest: Curriculum Acceleration in Tertiary Mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299-312. Retrieved August 10, 2024 from https://www.learntechlib.org/p/167279/.

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Keywords

• Academically Gifted
• Acceleration (Education)
• Awards
• Comparative Analysis
• Control Groups
• Course Selection (Students)
• Experimental Groups
• Foreign Countries
• Grade Point Average
• Grades (Scholastic)
• High Schools
• mathematics education
• Postsecondary Education
• Scholarships