Assessing Readiness for Geometry in Mathematically Talented Middle School Students

Mathematically talented middle grade students are traditionally served by beginning Algebra I (and the traditional pre-calculus sequence) in seventh, or even sixth, grade. They thus enroll in geometry early, with little attention paid to the fact that readiness for and success in algebra requires di...

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Bibliographic Details
Published in:Journal of advanced academics 1997-02, Vol.8 (3), p.105-110
Main Authors: Mason, Marguerite M., Moore, Sara Delano
Format: Article
Language:English
Subjects:
Academically Gifted
Cognition & reasoning
Cognitive Development
Concept Formation
Developmental Stages
Educational Research
Geometry
Intermediate Grades
Junior High Schools
Learning
Mathematics education
Mathematics Instruction
Middle Schools
Preservice Teachers
Secondary schools
Student Evaluation
Student Placement
Students
Teacher education
Teaching
Van Hiele Levels
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Summary:Mathematically talented middle grade students are traditionally served by beginning Algebra I (and the traditional pre-calculus sequence) in seventh, or even sixth, grade. They thus enroll in geometry early, with little attention paid to the fact that readiness for and success in algebra requires different skills and types of understanding than readiness for and success in geometry. Research about geometric understanding in regular and gifted students, as well as research predicting success in high school geometry classes, suggests that the decision to place mathematically talented students in geometry classes at a younger than typical age should be made on the basis of more information than the successful completion of Algebra I. This paper describes a procedure for assessing geometry readiness in mathematically able middle school students.
ISSN:1932-202X
1077-4610
2162-9536
DOI:10.1177/1932202X9700800302