数学教育学报2018，Vol.27Issue(2)：29-36,37,9.
美国数学资优生教育:是非与评述
Educating Mathematically Gifted Student in the United States
摘要
Abstract
The present study discusses the promises and challenges of mathematically gifted student education in the United States based on a variety of perspectives, including laws and regulations, identification, and cultivation. The United States has established comparatively systematic laws and regulations for gifted student education both at the federal and state levels, regulations which clarify the responsibilities of government and schools in terms of gifted student education. The identification of mathematically gifted students in the United States generally follows a process from teacher recommendation to standardized assessment, during which three methods are typically applied: classroom observation and formative assessment, standardized tests (i.e., regular academic tests and above-average tests), and model-eliciting activities. The cultivation of mathematically gifted students mainly takes place in primary and middle schools; furthermore, many non-profit training programs organized by universities also play important roles in mathematically gifted students' education. In terms of curriculum design, mathematically gifted students in the United States typically enroll in accelerated and enrichment courses. The implications of these findings consist of four recommendations: (1) Improve the legislation and increase the funding of gifted student education so as to ensure that gifted students are identified and cultivated as early as possible, (2) establish systematic identification methods for gifted students, (3) organize accelerated and enrichment courses for mathematically gifted students, and (4) train professional teachers to satisfy high level requirements for mathematically gifted students.关键词
美国数学教育/资优生/政策立法/甄别/培养Key words
mathematics education in the United States/gifted students/laws and regulations/identification/cultivation分类
社会科学引用本文复制引用
巩子坤,何声清,殷文娣,江春莲..美国数学资优生教育:是非与评述[J].数学教育学报,2018,27(2):29-36,37,9.基金项目
浙江省哲学社会科学规划课题——儿童的概率概念认知策略及其发展研究(16NDJC004Z) （16NDJC004Z）
教育部人文社会科学研究规划基金项目——6~15岁儿童的概率概念认知策略及其发展研究(15YJA880020) （15YJA880020）
