ABSTRACT
This chapter focuses on the issues and, in some cases, the excuses that they have become to explain why some students are kept from progressing through an appropriate curriculum at a pace for which they are ready. The teacher would assign material that is at a greater depth than what is presented to students in the regular mathematics education program and would bring in new topics that are not a part of the regular curriculum. The difficulty with best approach is that it depends heavily on having a teacher who is well prepared in mathematics and has the time and inclination to differentiate to a radical degree for the mathematically talented student. Mathematically talented students need a differentiated curriculum that allows them to move forward within the traditional sequence of courses. For parents of mathematically talented students, this can be a particularly frustrating situation that poses a dilemma for them regarding whether or not they should advocate for their child.
