Level 3: Gifted Mathematicians

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Level 3 Gifted Mathematicians-Fall Regular Registration Level 3 Gifted Mathematicians-Fall Regular Registration
Level 3 Gifted Mathematicians-Fall Regular Registration
$369.00
Level 3 Gifted Mathematicians-Winter Early Registration
Level 3 Gifted Mathematicians-Winter Early Registration
$319.00

Fall Session:
September 21, 2026 - November 22, 2026

Early Bird Registration: Before August 31, 2026
Regular Registration: September 1 - 14, 2026
Late Registration: After September 14, 2026

Level 3 Gifted Mathematicians-Spring Early Registration Level 3 Gifted Mathematicians-Spring Early Registration
Level 3 Gifted Mathematicians-Spring Early Registration
$319.00

Winter Session:
November 30, 2026 - January 30, 2027

Early Bird Registration: Before November 8, 2026
Regular Registration: November 9 - 22, 2026
Late Registration: After November 22, 2026

Spring Session:
March 1, 2027 - May 2, 2027

Early Bird Registration: Before February 11, 2027
Regular Registration: February 12 - 25, 2027
Late Registration: After February 25, 2027

This course focuses on identifying and supporting mathematically talented students at every stage of schooling. Participants will learn to recognize the characteristics of gifted mathematicians and use a range of data sources, classroom observations, assessments, and above-level testing, to identify them, then explore the ongoing tension between enrichment and acceleration and the roadblocks schools commonly run into when developing math talent. The course also covers the structural challenges of the IB Diploma Program for accelerated students, classroom- and whole-school-level approaches to designing continuous math pathways, and a set of student case studies to ground the theory in practice.

Suited for educators, math coaches, and program coordinators who have completed Level 2 or have equivalent prior experience in gifted education.

    1. Participants will reflect on their own mathematical identity and consider how it shapes their approach to teaching math.

    2. Participants will identify the characteristics commonly associated with gifted mathematicians.

    3. Participants will explore a range of data sources, including classroom observations, formative and summative assessments, standardized achievement testing, ability testing, and above-level testing, for identifying mathematical giftedness.

    4. Participants will apply a math-specific observation checklist to a current or former student and reflect on its usefulness.

    5. Participants will understand the purpose and process of an academic talent search and the value of above-level testing.

    6. Participants will read and reflect on findings from the Study of Mathematically Precocious Youth (SMPY) and identify key lessons for supporting mathematically talented students.

    7. Participants will examine common justifications for not developing mathematical talent and identify which may be roadblocks within their own school context.

    8. Participants will evaluate the strengths, challenges, and interesting features of their school's mathematics curriculum and delivery using a PMI chart.

    9. Participants will explore the relationship between enrichment and acceleration, and examine the intrapersonal and environmental catalysts that inform this decision for individual students.

    10. Participants will consider a range of accelerative options for math and weigh the benefits and challenges of each.

    11. Participants will critically engage with the concept of the "calculus trap" and consider its implications for advising highly able mathematics students.

    12. Participants will plan a modified math unit in response to preassessment data, addressing curriculum adjustments as well as assessment and reporting.

    13. Participants will examine the structural challenges the IB Diploma Program poses for mathematically accelerated students and consider how to advise students and families navigating this dilemma.

    14. Participants will explore classroom-level and whole-school approaches to designing math pathways that support continuous progress for highly able students.

    15. Participants will analyze case studies of mathematically talented students and recommend next steps for their continued support.

    16. Participants will develop an action plan to implement in their own school context based on the content of the course.

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