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is identified as cally able her informed and er nurture her inte THURS.*FM.*SAT AUGUST 18*19*20 12 NOON 10 5:00 PM CLASSES BEGIN.... TUESDAY SEPT. 6th! CALL « OUR STUDIO TO REGISTER 385-6077 B&UH3H3 liMHSD- 1220 N.SE?EN ST :MsHENflY.ifc.65o50 ----344-2380 developing programs for the... Education of gifted children PAGE 9 - PLAINDEALER - FRIDAY. AUGUST 18, IS83 Despite a resurgence of interest in the past few years in the education of gifted and talented children, many serious problems remain in identifying such children and providing them with programs that will enable them to develop their full potential. " Unless both the quantity and quality of mathematics instruction is improved, children coming out of the U.S. school systems will not be adequately prepared to fulfill their roles as citizens and workers in what is becoming an increasingly technological society," said Dr. Max A. Sobel, president of the National Council of Teachers of Mathematics (NCTM), a professional organization of elementary and high school mathematics teachers dedicated to the improvement of classroom instruction in mathematics at all levels. The first hurdle Shortcomings in current efforts to identify and edu­ cate mathematically gifted children, especially gifted girls and young women, are pointed out in a series of articles in the Arithmetic Teacher, an NCTM publica­ tion. The authors provide a series of wide-ranging recommendations for solv­ ing the problems. "Education of the gifted has rapkfly become a nuyor movement with strong edu­ cational and popular support for programs for a wide range of capable students. Mathematics in particular is the center of much parental interest," said Paul Traffcon, director of the mathematics education program at the National College of Educa­ tion in Evanston, Dl. "In many ways the cur­ rent movement (toward pro­ viding opportunities for the gifted) appears to Jack a clear sense of direction and focus. Many programs seem to be more the result of the need to do something than they are the resuh of careful planning based on clear objectives." added TVafton. whose article gave an over­ view of the situation. TVafton also said that sev­ eral areas of concern have emerged over the past few years, including: • The lack of input from mathematics educators in the planning of programs for the gifted. Such planning is often done by "generalists" who lack awareness of the nature of mathematical knowledge and thinking; • The lack of a clear defi­ nition of just what is meant by the terms gifted or tal­ ented. These terms are often applied to students with dif­ ferent types of skHls includ­ ing those who are merely good students rather than truly gifted; • Parental pressures placed on schools to produce "instant programs" and on children to excel. "Stories about children having to take textbooks to summer camp or receiving tutoring so they will score high enough to be included in & gifted program occur fre­ quently enough to cause concern." • The lack of funding the schools need to develop ade­ quate programs. Ttafton cited more effec­ tive means of identifying gifted children as among the most pressing needs right now. He also catted for bet­ ter design of programs for the gifted. Textbooks and other materials tailored spe­ cifically for the gifted and talented, rather than being narrowly focused as funda­ mentals, should be pro­ duced, he added. Trafton also supported the use of special personnel. He noted that many elemen- tary school teachers are "uncomfortable" working both with mathematics as a subject and with gifted chil­ dren. "The abilities of many mathematically able stu­ dents require special pro­ grams . . . (and)such programs require special teachers possessing strong mathematical knowledge." he said. "Whenone con­ siders the large number of trained individuals who presently work with other segments of students with special needs, it is not unrea­ sonable to expect similar treatment for the talented special needs student." Result of social pressure In another article, Lynn Fox, associate professor of education at Johns Hopkins University, said that societal and parental pressures and expectations often force girls who are mathematically gifted to abandon mathemat­ ics and science before they get out of high school. She related an anecdote about a girl and boy -- Susan and Ted -- both of whom were identified as mathe­ matically talented when they were in the seventh grade. Ted accelerated his progress from there on and entered a university at age 17, with standing. isan on the other-hand not only did not accelerate her progress in high school but did not even take high school physics and calculus. " Her career plans are vague and she is not excited about going to college," Fox said. The numbers tell \ Fox noted that recent research has shown that while there are many girls who are Clearly very able in mathematics, only a small percentage follow careers in science or mathematics. "Although it is true that more boys than girls exhibit extreme mathematical abil­ ity in adolescence, enough girls show real ability.so that the gap between the sexes in achievement and career attainment in mathe­ matics and science cannot be explained solely in terms SHOP BROUHAHA. McHB1RY I YOUR BACK-TD-SCHOOtl FASH10M HEADQUARTERS! HRS: MON.-THURS. 10-5:30 FR1.10-7, SAT. 9-5:30 CLOSED SUNDAY of differences in aptitude." Fox said. " Many girls who are quite talented simply do not develop their skills to the fullest. Some girls fall victim to societal stereotypes about intellectual giftedness and mathematics being more appropriate for men than for women." she added. Fox said that if mathemat­ ically able girls are to develop their talents to the fullest, they need support they often do not receive. " Indeed some teachers dislike girls who are analyti­ cal, unconventional and independent because the teachers view these traits as unfeminine and inappro­ priate." Fox said. j She noted that highly able j girls are often described as "tomboys" in their early childhood years because they like the toys and games that are often considered masculine. "Such 'deviant' interest may actually be an indica­ tion of a budding interest in science," Fox said. She uraed that once a girl is identified as mathemati- --ii--her parents be informed and encouraged to nurture her interest. "They may not have thought to encourage her to become a scientist or engi­ neer. to have bought her a microscope, or to have en­ rolled her in a summer sci­ ence enrichment program." Fox said. She said that girls should also be encouraged directly by parents and teachers and be helped to view their math­ ematical abilities as being appropriate for girls as well as boys. Excellent A good way to get rid of unwanted guests is to turn off the air condi­ tioner. •Tribune, Chicago. Questions test your metric knowledge Do you know your metric measures? .Take the quiz below, compiled by the Un i t ed S t a t e s Me t r i c Board, and find out. 1) A gram weighs about the same as: a) an apple: b) a dime: c) a pineapple. 2) A meter is about the height of: a) a door: b) a kitchen counter: c) the seat of a chair. 3) Normal body tempera­ tu r e i s : a ) 25°C (de g re e s Celsius); b) 37°C; c) 45°C. 4 ) A co f f ee cup j f t f l d s about: a) 2 milliliters (ml.), b) 20 mL: c) 2» ml.. 5 ) A new-bo rn baby we ighs abou t : a ) 3 k i l o ­ grams (kg): b) V) kg: c) 300 kg- 6) The height of a tall man is about: a) 20 centimeters ( cm) ;b ) 200cm; c ) 2 0 0 0 cm . 7) Water freezes and boils a t : a ) 32°C and 2 I 2 °C : b ) I00°C and 200°C: c) 0°C and 1((0°C. 8 ) A l i t e r o f m i lk i s : a ) l a rge r t han a qua r t ; b ) sma l l e r t han a qua r t : c ) t he same size as a quart. 9) A liter of water weighs a ) 1000 g r ams (g ) : b ) H )g : c ) KX) g. 10) The thickness of a dime is about a) 0.1 millime­ t e r s (mm) ; b ) 1 m m : c ) 5 mm. 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