As a consequence of concern that the Standards documents do not fully address the needs of gifted and talented students, the NCTM's Board of Directors appointed a task force in 1995 to consider curricular, pedagogical, and assessment issues related to the education of these students. Some of the questions raised in the 1996 report of the Task Force on the Mathematically Promising follow.
Professional development activities have historically targeted teachers as the recipients of reform efforts. In order to affect lasting change in terms of what mathematics is taught and how it is taught, however, programs must recognize the different intersecting needs and perspectives of a school's education constituencies—administrators, teacher-leaders, teachers, students, and parents. Professional development programs that include components for each group have the potential to dramatically extend the impact of the resources dedicated to the reform.
Teachers learn instructional activities; the use of sentence frames; and how to support students in respectfully speaking, listening, and responding to one another.
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