Mathematics Acceleration of Highly Talented Students: An Evaluation

Abstract

The purpose of this study was to investigate the precollege mathematics preparation of students with high mathematical aptitude, most of whom were highly accelerated in mathematics. The nature and extent of mathematics coursework and math-related activities and measures of student achievement during the secondary school years were examined. Students evaluated their precollege mathematics preparation in terms of course availability and difficulty, school cooperation, and overall satisfaction. The typical student took calculus in Grade 9, followed by advanced mathematics coursework studied at a local college or magnet high school. Some students experienced difficulty in locating an appropriately challenging and cohesive course of study after first year calculus while still in high school. Despite students' radical acceleration, achievement in calculus and postcalculus coursework was high. Out-of-school math-related activities were prevalent. Gender differences were found in the degree of acceleration and choice of college major. Recommendations for a suitable precollege math program for this population are offered.