ABSTRACT
This chapter provided specific examples and a variety of ways that the standards might be differentiated through acceleration, pacing, depth, complexity, creativity, interdisciplinary connections, major concepts and themes, higher level questioning, interest, and extracurricular activities. In 2010, the National Governors Association and the Council of Chief State School Officers released the Common Core State Standards in Mathematics. The CCSSM-C are organized by grade and secondary levels, standards, clusters, and domains. The Standards for Mathematical Practice define the thinking skills that educators need to develop in their students. The Standards of Mathematical Practice might be developed in gifted and advanced students through the problem-solving process. A variety of ways have been described to differentiate the CCSSM standards for students who are gifted and advanced in mathematics. For example, Project M: Mentoring Mathematical Minds, which incorporates acceleration and the mathematical practice standards, has shown significant increases in mathematical concept acquisition at the elementary level.
