ABSTRACT
Teachers, along with parents, play a critical role in the academic and social-emotional development of students. This chapter begins with a discussion of the philosophical and pedagogical concerns for teachers of mathematically talented students enrolled in preschool through middle school. It deals with a review of recent and contemporary educational trends, including international comparisons within the context of a standards-based curriculum, implications for the science, technology, engineering, and math workforce, and educational reform as it relates to curriculum and programming initiatives designed to address the needs of all students. L. J. Croft highlighted the critical role of the teacher in the lives of gifted students, including the fact that the role of a teacher of the gifted must extend far beyond that of the typical classroom teacher. Technology has eliminated some of the geographic and psychological barriers that impeded the academic development of gifted students, especially those who live in rural or isolated areas or have extraordinary talents.
