Chapter 11 Recognition, Expectation, and Differentiation for Mathematical Talent Development of Young Gifted English Learners
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Abstract
This study examines the effect of Project BRIDGE’s Math program, an advanced mathematics program with language scaffolding strategies, has on the motivation of gifted English learners (ELs). The premise of the study is the belief that if gifted English learners’ talents are recognized and that they are enrolled in a differentiated preparatory program that supports their learning needs, then these students will be motivated to achieve academically. Indeed, the results have shown that young gifted ELs are more motivated in the advanced Project BRIDGE’s Math class than in a regular math class with general education students. The study also examines the effects of the teachers’ instructional strategies on gifted ELs’ academic achievement. Hierarchical linear modelling analyses revealed that out of the six categories of scaffolding strategies, the teachers’ use of Talk Moves was found to be the only significant predictor of mathematical reasoning and communication skills’ scores. In Project BRIDGE’s program, the Talk Moves strategies functioned as tools for teaching content and for creating a nurturing classroom environment. Through Talk Moves, the teachers were able to highlight student ideas, challenge students’ reasoning, and facilitate collaborative work.