Abstract
Fast-paced country-wide mathematics classes meeting outside of regular hours were established to meet the needs of highly talented mathematical reasoners. The results from the original two programs demonstrated that four and one-half years of precalculus mathematics could be taught in approximately 120 hours. These classes show the importance of homogeneous grouping. Class success was based on identification of qualified students through appropriately difficult mathematics tests, voluntary participation by students, and carefully done homework assignments. The programs' success resulted in different school systems adopting the model. This paper concerns the various classes and the implications of fast-paced mathematics.
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