ABSTRACT
The gifted student of mathematics needs the opportunity to experience mathematics as described by Paul Halmos. Both the mathematics and mathematics education communities have noted the shift needed in how school mathematics is experienced. Drive-by, one-shot professional learning experiences cannot provide the time and collaboration required for mathematics teachers to develop the habits of mind and skills necessary to embrace changing priorities. Teachers of high-ability mathematics students often attempt to meet their students' needs by providing them acceleration in the form of independent study. Teachers must have a deep understanding of the mathematical concepts involved and how they relate to and prepare students for more advanced mathematics, as well as the skill to evaluate alternative, student-invented problem solving strategies and methods. Effective mathematics teachers have an in-depth conceptual understanding of the mathematics that they teach. That acceptance and knowledge is a result of extensive preparation in pre-service mathematics programs and continued learning opportunities through properly focused professional learning communities.
