The main argument of this article is that “challenging mathematics for all” can be more than just a nice slogan, on condition that all students are empowered to make informed choices of: a challenge to be dealt with, a way of dealing with the challenge, a mode of interaction, an extent of collaboration, and an agent to learn from. Pedagogies supporting such choices are called choice-based pedagogies. The article begins from a theoretical discussion of the relationships between the notions ‘mathematics with distinction,’ ‘giftedness’, ‘challenge’ and ‘choice’. As a result, the learner-centered conceptualization of mathematical challenge is proposed. Then two examples of choice-based pedagogies enabling students with different background and abilities to be engaged in mathematics with distinction are presented. Implications are drawn.
"On mathematics with distinction, a learner-centered conceptualization of challenge and choice-based pedagogies,"
The Mathematics Enthusiast: Vol. 14
, Article 27.
Available at: http://scholarworks.umt.edu/tme/vol14/iss1/27