GIFTED AND TALENTED students who love math and want to extend their knowledge and understanding beyond the standard school curriculum

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Optical Illusion.wmv

Akshara's Master piece!

Circles which have their radii in Arithmetic Progression are arranged in such that they have a common tangent and their centres lie on the same line.. Watch the video and enjoy the optical illusion created.

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“To teach is to learn twice.” (12/2/13)

Teaching the Maths-lovers of Grade 7 was a great honour and one of the most delightful experiences I’ve ever had. I shall cherish it always. The students were much disciplined, and their interest in the topic was quite adorable. They were dynamic! Some of them were well aware of the space facts that I presented; others keenly followed and hence we fared through the lesson smoothly. I didn’t need to explain a problem twice; they were all so bright! I was indeed very fortunate to have got the chance to teach them and learn along. Students were very passionate about what they did, and tackled problems with great enthusiasm. They connected the problems to the mathematical concepts they had learnt in class. It was one of the most priceless hours of my life, as a student playing teacher, and I loved the students for their co-operation! Special thanks to Sajna Ma’am, for providing me with this grand opportunity......



• Gifted students are often perfectionistic and idealistic. They may equate achievement and grades with self-esteem and self-worth, which sometimes leads to fear of failure and interferes with achievement.

• Gifted students may experience heightened sensitivity to their own expectations and those of others, resulting in guilt over achievements or grades perceived to be low.

• Gifted students are asynchronous. Their chronological age, social, physical, emotional, and intellectual development may all be at different levels. For example, a 5-year-old may be able to read and comprehend a third-grade book but may not be able to write legibly.

• Some gifted children are "mappers" (sequential learners), while others are "leapers" (spatial learners). Leapers may not know how they got a "right answer." Mappers may get lost in the steps leading to the right answer.

• Gifted students may be so far ahead of their chronological age mates that they know more than half the curriculum before the school year begins! Their boredom can result in low achievement and grades.

• Gifted children are problem solvers. They benefit from working on open-ended, interdisciplinary problems; for example, how to solve a shortage of community resources. Gifted students often refuse to work for grades alone.

• Gifted students often think abstractly and with such complexity that they may need help with concrete study- and test-taking skills. They may not be able to select one answer in a multiple choice question because they see how all the answers might be correct.

• Gifted students who do well in school may define success as getting an "A" and failure as any grade less than an "A." By early adolescence they may be unwilling to try of guaranteed success.