3.4.8 Using rich tasks as differentiation in the elementary mathematics classroom
In a mixed ability elementary mathematics classroom, providing adequate complexity and depth for the gifted students proves a teaching challenge. This presentation explores responses to one measurement and area task undertaken by students working at first grade, second grade, fifth grade, and above sixth grade in a mainstream elementary school. The richness of the task allows students to enter into authentic investigations with an increasing level of complexity and challenge appropriate to their current mathematical understanding. Programming around rich investigative tasks provides ready-made differentiation to support gifted and other learners.
Author(s):
Gabrielle Oslington
g.oslington@arden.nsw.edu.au
Macquarie University
Australia
Dr Oslington is Gifted and Talented Coordinator at an independent school in Sydney. She has responsibility for the students whose academic ability places their needs beyond the normal differentiation provided by the classroom teacher, and works with children across their primary schooling. Her students have exceptional successes in inter-school competitions, particularly in Mathematics. Dr Oslington has a particular interest in the needs of twice exceptional children, and has post-graduate training in children with Autism Spectrum Disorders. To complement her teaching, Dr Oslington is currently enrolled at Macquarie University working on a doctoral dissertation on mathematical reasoning in young gifted mathematicians.