Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

A study of the elementary math program utilized by a mid-Missouri school district

“…"Because teachers focus on low-ability students or preparation for national exams, high ability students are often left to work by themselves on activities that they have already mastered or on activities they cannot tackle without their teacher's support" (Dimitriadis, 2016). Teachers explained that the higher level students, those performing at grade level and above, are able to work independently.…”

“…To increase academic achievement, teachers should instruct students at levels slightly higher than those which the students have demonstrated success (Vygotsky, 1978). Dimitriadis (2016) advocated that teachers be knowledgeable about "the principle of ZPD and be able to plan and provide challenging tasks and instructions (with appropriate support) within the gifted individuals' ZPD" (p. 109). Vygotsky (1978) emphasized the use of the ZPD for planning for the learning needs of all students and indicated that if students fall behind in school, it is most likely the result of poor instruction.…”

“…Assouline, Colangelo, VanTassel-Baska, and Lubinski-Shoplik (2015) maintained acceleration is the best instructional practice for gifted and talented students. Without an option for acceleration, high ability students are disadvantaged as learners in an average heterogenous class comprised of students with vastly diverse ability levels (Dimitriadis, 2016). Brulles, Peters, and Saunders (2012) advocated the view that by utilizing a variety of student groupings for learning, along with differentiated instruction which includes accelerated options, schools will have the capacity to meet the needs of their highest ability students.…”

“…Brulles, Peters, and Saunders (2012) advocated the view that by utilizing a variety of student groupings for learning, along with differentiated instruction which includes accelerated options, schools will have the capacity to meet the needs of their highest ability students. Dimitriadis (2016) explained in an effort to prepare for national assessments, teachers divert their attention to lowability students, with high-ability students required to work on their own. According to Vygotsky (1978), these high-ability students cannot be successful on their own in reaching their fullest academic potential without teacher assistance.…”