Sarah Elizabeth Rolfsen


This poster reflects research conducted as part of a course project designed to give students experience in the research process.



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Most often, the mathematically gifted student is the most neglected in an elementary classroom. Though there is very little available research on this topic, this paper will explore the available structures, programs, and strategies aimed to support mathematically gifted elementary students in both academic achievement and intrinsic motivation. Through analyzing studies involving structures such as the cluster model, distance learning, and the pull-out method, and programs such as Accelerated Math, Project M2, and Project M3, specific strategies that seem to be a common theme are identified. These strategies should be implemented in classrooms to cater to these gifted students; for they have proven positive effects on academic achievement, and often times, motivation. Though more research must be done on this topic, there seems to be a strong potential for using these structures, programs, and strategies to promote mathematical achievement among young gifted students.

Publication Date


Project Designation

Course Project

Primary Advisor

Rachel M. B. Collopy

Primary Advisor's Department

Teacher Education


Stander Symposium project

Promoting Academic Achievement and Intrinsic Motivation in Mathematically Gifted Elementary Students