Abstract
The basic problem with which this study is concerned is: What may a high school mathematics teacher do to make provisions for meeting the special needs of superior students? It is recognized that no short, unique formula should be expected . Although special classes or new courses limited to the intellectually superior may provide the best and surest solution, this report will be primarily concerned with methods which the individual· teacher may start applying immediately with the least amount of administrative prorogation. The resulting set of specific questions are those which form the pattern of this study: 1. Who are the superior students? 2. What has already been done to provide for these students? 3. What are the possible methods of making provision for the superior students in mathematics classes? 4. How may these methods be classified? 5. What factors limit or prevent the use of these methods by various teachers? 6. Which of these methods, if any, can be recommended for general use by teachers? An additional question which perhaps was the beginning of this study and encouraged an extensive search of literature on the subject was: To what extent are educators aware of and interested in the problems related to making provision for outstanding mathematics students in high schools?