4. Transform failure from the worst-case scenario to a learning experience
We don’t want children to see failing as a negative but as an opportunity to reflect on their own learning and working styles. We want them to start asking themselves: Why did I get this wrong? What have I misunderstood? Where have I miscalculated? What don’t I know yet? This should strengthen their problem solving skills, as they start to analyse the information given in a question at each stage of the problem. If failure is no longer a taboo word for our advanced learners, they’ll be forced to confront it head on and it will become a natural part of their learning. Just like our other pupils, we want advanced learners to cope well with not being the best at everything — this fact shouldn’t make them give up or even worse, not try to begin with. They should strive to better themselves and convert their weaknesses to strengths.
Realistically, we want to keep our advanced learners busy, keep their attention in class and stop boredom from creeping in. If they move away from feeling like ‘this is easy and I get everything right’, learn to push themselves and really enjoy this new and added stretch — their mathematical learning can have no limits.