I teach 8th grade math in a 6,7,8 middle school. For countless years, we accelerate some students to take the 9th grade math course (formerly algebra, now sequential course I). This allows them the option of taking AP calculus as seniors.
However, this course, when given to 8th graders, is called "honors" (implying beyond the scope and depth of typical) when in fact it is "accelerated" (being the standard 9th grade math course given a year earlier).
I am interested in knowing how other middle schools and junior high schools provide for their most capable math students.
Specifically, do you accelerate or enrich? Is this considered an honors class? How are the students chosen for this class? Is there a differentiation between students who are capable of merely passing the class (getting by) versus students who are truly mathematically gifted/talented? What are some of the pressures on the students in these courses? How does the high school provide for these students? Is there further differentiation of ability grouping in high school? Do these students indeed go on to take AP calculus (or 4 years of math in high school)?
Thanks for your input. Feel free to reply to the list or to me personally.
Joan Indusi AMD Middle School Ossining, NY Joani10084@aol.com