C-MITES NewsIssue #41 Fall 2013

~ Calendar ~September

•WeekendWorkshopsatCarnegieMellonandWinchesterThurstonOakland

October•10/4:EarlyregistrationdeadlineforEXPLOREtesting

•WeekendWorkshopsatCarnegieMellon

November•11/9:EXPLOREtest

•WeekendWorkshopsatCarnegieMellon,ArdmoreandGlenside

December•12/12:FinalregistrationdeadlineforJanuaryEXPLOREtesting

January•SpringWeekendWorkshopsbrochuresandnewslettersmailed.

•1/15:FinalregistrationforFebruaryEXPLOREtesting

•1/25,26:EXPLOREtest

February•2/15:EXPLOREtest

Math-Talented Children: Suggestions for Parents

By Dr. Ann Lupkowski-Shoplik,C-MITES Director

Another school year has begun and parents of talented students have lots of questions about how to challenge their children in math. Below are the responses to some of the questions parents ask C-MITES staff members.

What options are available for math-talented students?

• Enrichmentwithintheregularclassroom(oneofthemostcommonapproaches)• Independentprojectsinmath• Placingseveralmathematicallytalentedstudentstogetherforamathclass(alsoknown

asabilitygrouping)• Acceleration(movingupaclassformathematics,orskippinganentiregrade)• Workingindividuallywithateacherinschoolbymovingsystematicallythroughaset

curriculum • Participatinginadistance-learningprogram

A parent might ask for extra enrichment within the regular classroom. If the regular classroom teacheriswillingtodotheextrawork,thisisasimpleandstraightforwardoption.It’salsorelatively easy to move a student from one classroom to another to accelerate him or her in mathematics.Incontrast,itmighttakeseveralyearstosetupanewprogramwheremathemat-ically talented students are identified and grouped together for specially-designed instruction.

What is the Diagnostic Testing -> Prescriptive Instruction model?TheDT->PImodel, first developed in the 1970’s byDr. Julian Stanley at JohnsHopkinsUniversity,isusefulfortailoringinstructiontoexceptionallymath-talentedstudents.Studentsare carefully tested to determine what they know and what they have not yet learned in mathematics.Prescriptive Instruction is theheart of themodel.Amentorworkswith thestudent on topics he or she has not yet mastered. Rather than spending a lot of time reviewing

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C-MITES NEWSC-MITES News is published by the Carnegie Mellon Institute for Talented Elementary and Secondary Students. C-MITES sponsors a talent search for 3rd-6th graders as well as summer and weekend programs for K-10th graders throughout Pennsylvania.

•Director:Dr.AnnLupkowskiShoplik• ProgramCoordinator:PamelaJ.Piskurich• WebDesigner:RaymondT.Budd• C-MITESProgramAssistant:EvelynMann• C-MITESAssistant:RuthAnnMaloney

AportionofthefundingforC-MITESisprovidedbyAmericanEagleOutfittersFoundation,Mr.MarkGelfand,TheGrableFoundation,KennametalFoundation,Dr.BernardMeisner,TheRobertM.Thompson,Jr.FamilyFundofthePittsburghFoundation,C-MITESfamilies,andseveralanonymousdonors.

Contact InformationC-MITESCarnegie Mellon University5136MargaretMorrisonSt.,MMP30Pittsburgh,PA15213Phone:(412)268-1629Fax:(412)268-1049Website:www.cmites.orgEmail:cmites@cmu.edu

ThankstotheSummer Program Host Schools!

C-MITES would like to extend a sincere thanks to the followingsitesthatservedasSummerProgramlocations:

AquinasAcademy,GreensburgCarnegieMellonUniversity,OaklandTheEllisSchool,OaklandForestHillsHighSchool,SidmanHighlandsHighSchool,NatronaHeightsLearningEnrichmentCenter,WarrenLinntownElementarySchool,LewisburgMillCreekElementarySchool,WarringtonSt.AlexisCatholicSchool,WexfordUpperSt.ClairHighSchool,UpperSt.ClairWinchesterThurstonSchool,AllisonParkandOakland

We really appreciate the support!

ThinkingAboutWhatClasstoTakeNextSummer?TryMaththroughtheAges!

he question is:Where doesmathmeet the humanities?Theanswer is Math through the Ages. During this two-week sum-mercoursestudentslearnedthingsinclassthattherejustisn’t

time for in “regular school.” In this unique merger of math and the humanities students discovered some interesting stories about well-knownmathematicians.Forexample,JohnNapierwasinleaguewiththedevil.BlaisePascalalmostdiedandbecamemoreconcernedwithspiritualthings,etc.LudolphvanCeulenhand-calculated35digitsofpiandhadthemengravedonhistombstone,untilhiswifehaditswappedoutfor“somethinglessnerdy.”BlaisePascal’scalculatingbox(Pascaline)nevermadeitbigbecauseitcoulddotheworkof6handcalculators and people were afraid it would cause unemployment! Students learned a little about ancient civilizations/geography–Baby-lon,Mesopotamia,Greece,Rome,Egypt.Classwasalotmorethanjustmath;theycoveredfingercountingtomoderncomputers.Withinternet,computers,calculators,phonesthatdoanything/everything,this class helped the students see how things developed over time. C-MITES is thinking about changing the class name to Math Time Travelersbecausethat’swhatthestudentsdidduringthecourse.AhighlightoftheclasswasplayingWheelofFortune.Studentshadtothinkaboutthosegamechanging“LoseaTurn”and“LoseAllPoints”that happened from time to time. They had fun experimenting with themobiusstrip,cuttingpaper-somecuttingagainandagainuntilthepaperwastooskinnytocutanyfurther.TheyenjoyedplayingMancala and had a little tournament. Students sang pi songs for a piparty.Theyenjoyedthebuzzer,Eggspert,whentheywereplayingJeopardy.Onthelastdayofclassparents,siblings,andfriendswereinvitedtowatchtheJeopardycompetition.

Topicscoveredincluded:HistoryofMathematicsPrimitiveNumberSymbolsUnknownOriginofCountingCountingSystems–Babylonian,Egyptian,Mayan,Greek,RomanMathematicians –Gauss,Eratosthenes,Pascal, Fibonacci,Napier,

Archimedes,Pythagoras,MobiusCounting and Computing DevicesFinger Counting Zulu-StyleCuneiform Birthday Tablet Sieve of Eratosthenes MakeaMancalaGame,CountingBall,SenetGame,quipu,Setof

Napier’sRods,Abacus,andMobiusstripRhindPapyrusEgyptian Style MultiplicationPascal’sTriangleEyeofHorusKnotty Records of IncasFibonacci SequenceLatticeMultiplicationPuzzleThePythagoreanTheoremDiscoveringPiTeamCompetitions–WheelofFortuneandJeopardy

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Fall 2013 C-MITES NEWS● 3

offer the right level of math at the right time. You might need to be creative in getting the right math course delivered to the stu-dent. You might accomplish this by having the student go to a dif-ferentbuildingformath,byhavingatutorworkindividuallywiththe student, by participating in a distance learning program, etc.Whenmakingaplanforstudentstoaccelerateinmathematics,itisimportanttothinkaboutthelong-termimplications,andhowthestudentswillstudymathematicsinthefuture.However,thefactthatthere might not be a math class sometime in the distant future for anadvancedstudenttotakeshouldn’tpreventastudentfrombeingmoved ahead now.

What should we consider when accelerating young students in mathematics?

• Students should be consistently challenged in mathematicsthroughout the school years.

• Studentsneedtohaveagoodnumbersenseandagoodunder-standing of arithmetic before moving into advanced mathemat-ics.

• Itisbettertoworkthroughmathematicssystematicallyratherthan randomly presenting interesting math problems to the stu-dents. They should study mathematics in an organized fashion so mathematical ideas are allowed to build upon each other.

• Somechildrenarereadyforalgebrain5thgradeorevenyoung-er.TheDiagnosticTesting->Prescriptive Instructionmodel isvery useful in helping us understand which students have a good understanding of pre-algebra concepts and are ready to move on.

• The IowaAlgebraAptitudeTest (Riverside) and theOrleans-Hanna Algebra Prognosis Test (Harcourt Brace EducationalMeasurement)aretestsdesignedtomeasurestudents’readinessfor algebra and are useful for young students. Both tests can be administered by a teacher.

What can we do at home? Parents can challenge their children inmath at home by playinggames.Manyclassicgamessuchasdominoes,Penteandchesshaveastrongmathematicalcomponent.OthergamesincludeBattleship,checkers,Connect-Four,MasterMind,andOthello.Theyaregreatfor teaching logical thinking and practicing reasoning skills.

ResourcesArtofproblemsolving:http://www.artofproblemsolving.com/

Assouline,S.G.,&Lupkowski-Shoplik,A.(2011).Develop-ingMathTalent:AGuideforEducatingGiftedandAdvancedLearnersinMath(2ndEd.).Waco,TX:PrufrockPress.

DistancelearningprogramsincludeEPGYatStanfordUniversity(http://epgy.stanford.edu/)andtheUniversityofNebraska-Lin-colnonlinehighschool(http://highschool.unl.edu/).

www.hoagiesgifted.org/math.htm contains links to other sites your childmightenjoy.

GeorgeLenchner’sCreativeProblemSolvinginSchoolMathemat-ics(availablefromwww.moems.org).Theprogramhedeveloped(MathOlympiadsforElementaryandMiddleSchoolStudents)provides challenging problems for young students.

MathForum:www.mathforum.org

EdZaccaro’sChallengeMath:http://www.challengemath.com/

materialthatthestudenthasalreadylearned,thementorandstudentfocus on new concepts. Students take a post-test to demonstrate what they have learned and to certify that they have completed a particular course.

TheDT->PImodelcanoccurwithamentorworkingwithonestu-dent or a small group of students. Successful students have worked withmentors in school or outside of school.TheDT->PImodelavoids some of the problems that might be encountered when a stu-dentsimplyskipsagradeinmath,becauseitidentifiesthe“gaps”inastudent’sbackgroundandallowstimeforthementortohelpthestudent fill them in. It also allows the student to study mathematics at the appropriate level and pace.

TheDT->PIprocesshasbeenusedextensivelyinsummerprogramsofferedbyuniversity-basedtalentsearches,suchasthoseprovidedbyJohnsHopkins,Duke,Northwestern,andIowa.Intheseprograms,talented young people can complete one or more years of mathematics in a few weeks. This process can be applied during the school year as well,sothatstudentsareabletomovethroughcurriculumtheyhavealready mastered and spend their time studying new information.

What are the pros and cons of acceleration in math?Accelerating bright students in math exposes them to a curriculum that is more closely matched to their academic needs. Students also benefit from being placed with others who have similar abilities. Movingastudentaheadinaspecificsubject(called“subject-matteracceleration”) is a relatively easy, inexpensive way for a school toprovide instruction at an appropriate level for math-talented stu-dents. Research has shown that this has long-term positive effects as well:studentswhoaccelerateinmathtendtotakemoremath,studyhigherlevelsofmath,andpursuecareersthatusetheirmathematicalabilities compared to equally able students who do not accelerate. Additionally, studentswhoareacceleratedandplaced ina regularclass at a higher grade level are more likely to receive credit for work completed(comparedtostudentsparticipatinginoutside-of-schoolprogramssuchasindependenttutoring).

Accelerationhasitschallenges,however.Acceleratedstudentsmaynot have a lot in common with the older students in the classroom. Ifthereceivingteacherisnotinfavoroftheacceleration,thetransi-tioncanbedifficult.Otherchallengesincludeschedulingandtrans-portation.

A large body of research on acceleration demonstrates what an ef-fective option it is for talented students. Much of that research has looked specifically at mathematically talented students. Educators seem especially concerned about the effects of acceleration on social development. Bright students actually tend to prefer the company ofolderstudents,sothesocialsituationmightbebetterforthestu-dentifheorsheaccelerates.Long-termplanningisessential,sothatthestudentisconsistentlychallengedinmathematicseveryyear.Wewouldn’twantthesituationwhereastudentskippedaheadseveralgradelevelsinmathematics,onlytobeleftwithnoappropriatemathclasstotakeinalateryear.Theissueofcreditisalsoimportant:willthestudentreceivecreditfortheworkcompleted?

What happens if my child runs out of math? You shouldn’t really be concerned that your childwill runout ofmath,becausethereisalwaysmoremathtostudy(askanygradstu-dentinmath!).However,theschoolyourchildattendsmightnot

Math-Talented ... Continued from page 1

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“My 9-year-old son has had opportunities to explore chemistry in a college lab, learn about Newtonian physics, and program his own video game – and that’s just in the last two months. He is looking forward to building a robot and using forensic science to solve a mystery next month. Thank you, C-MITES.” C-MITES Parent

Welcome,RuthAnnWe’dliketoextendaC-MITESwelcometoournewC-MITESAssis-tant,RuthAnnMaloney.RuthAnnstartedworkingintheC-MITES

office in June, and she’sone of the friendly voices you’llhearwhenyoucallthe office to check on your child’sclasses.

RuthAnnisanativePitts-burgher who shares a big smile when talking about her city. She said her “per-fect day” would begin with walking around in the Strip District checking out the shops and the res-taurants. She would then spend the afternoon at the

HeinzHistoryCenter,whichshe visits often because there is always a new exhibit to see. She gets a kick out of the Kennywood roller coaster car near the entrance to theHistoryCenter,andsherecommendscheckingouttheinterac-tiveexhibitsintheSportsMuseumsection.HerperfectdaywouldconcludewithdinneratPrimanti’sandarideuptheInclinetoenjoythe view of the city lights at night.

RuthAnnresidesinPennHillswithherdaughter(aC-MITESstu-dentwhosefavoriteclasssofarisChemistryandAnalysisofWater)andtheircatRemiandBichonNoel.Whenshe’snotbusytakingherdaughtertocheerleadingandC-MITESclasses,sheenjoysscrapbook-ing and doing crossword puzzles.

RuthAnnsaysshe’shappytobeapartoftheC-MITESoffice.Sheenjoyscontributingtosuchaworthwhileprogramforchildren.We’regladtohaveyouhere,too,RuthAnn.Welcometotheteam!

Ruth Ann, the latest addition to C-MITES

WarrenCountyDoesitAgain!For the fifth consecutive summer C-MITES was able to offer a summer program at the Learning Enrichment CenterintheWarrenAreaSchoolDistrictthanks to the Community Foundation of WarrenCounty.ForthepastfiveyearsAmyStimmell and C-MITES have teamed up to

planandprovidefun,challengingandeducationalsummercampsforWarrenareastudents.Courseshaveincluded:InformalGeometry,HarryPotter’s ScienceAdventure,Solve aMurderMystery, Structures andExplorationsin Science. Students and parents commented on how much the students learned and how much fun they had during the camps.The teachers–KellieBlasco,AndrewPollard,ButchMacQueen,andJohnFedak–havemadetheCarnegieMellonclassesahugesuccess.Wewouldliketo extend our sincere thanks to the Learning Enrichment Center,theCommunityFoundationofWarrenCounty,AmyStimmell,teachersandteachingassistants,studentsandparentsforsupportingourprograminWarrenCounty.

Fall 2013 C-MITES NEWS● 5

TeacherFeatureheteacherfeaturedinthisissueoftheC-MITESNewsjoinedourprogramin2009.MissAllysonTylkabecameanassistantin several weekend and summer courses.

Shehelped intheRollerCoasterPhysics,Robotics:ProgrammingandDesign,BrainGames,WaterWorks,RagingRainforest, andAwesomeBodyclasses.Twoyearslater,Allystartedteachingavarietyofscienceandtechnologycoursesandmadethemenjoyableforallof the students who participated!

The summer courses that Ally has taught over the years include Pro-gramming Using Alice and Amuse-mentParkPhysics.InherProgram-ming Using Alice course students learn computer programming skills in a fun and creativeway: by sto-rytelling! They assume the role of a director of a movie or the creator of a videogamewhere3Dobjectsintheiron-screen virtual world move around according to their directions. They learn traditional computer program-mingconceptssuchasloops,nesting,if/else statements, and functions.Theircreationsincludedvideogames,skatersthatspinandglideonice,androckbands.IntheAmusementParkPhysicsclass,studentsdiscussedwhat

it would feel like to blast off in a space shuttle or float freely in outer space.They explored,measured and experienced speed, accelera-tion,G-forces,weightlessness,motion, andgravity.Studentsusedan elevator and a playground as “simulators” as they prepared for the bigmissiontotheamusementpark!Atthepark,studentsusedtheirinstruments they create during the week to measure actual forces they experience on the rides.

If you have ever taken a weekend class at CMU you probably were here onadaythatAllywasteaching.Shehastaughtmany,manyweekendclassesoverafouryearperiod.Someoftheclassesinclude:WeDoRobotics, SimpleRobotMachines-1, SimpleRobotMachines-2,Maglev,AmazingRobotMechanisms,andBuildaRobot.

Studentswhohave takenAlly’s courses have commentedonhowmuch they learned and how fun the learning was! They came out of class eager to share their experiences with their parents and friends. TeacherswhohaveworkedwithAllywanttoworkwithheragain,because she is so wonderful!

Ally is a teacher in theMt.LebanonSchoolDistrict, certified inelementary and special education. She received her degree from BethanyCollege inWestVirginia,graduating summacum laude.Whenshe isnotbusy teachingduring the schoolyearand in theC-MITESprogramssheenjoysbabysittingandtutoringforseveralfamiliesinherneighborhood.Inherfreetimesheenjoyssinging,exercising,andspendingtimewithherfamilyandfriends.AllyistrulyanoutstandingC-MITESteacher,andweareveryhappytohave her as an instructor in our program.

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Allyson Tylka - C-MITES Teacher

C-MITES Summer ProgramswebegantheSummerProgramthisyearwehadover1100requests for summer placement. Some of the classes had well over75 students apply.TheC-MITESSummerProgram

hasbecomequitepopularwith487studentsparticipating.WehadstudentsasfarasQatarsendinapplications.Thisyear’ssummergroupconsistedof9studentsfromQatar,1fromOntario,7fromOhio,3fromConnecticut,3fromFlorida,2fromNewJersey,2fromTexas,2fromVirginia,2fromWestVirginiaand1eachfromCalifornia,Kentucky,MontanaandNewYork.Friendshipsgoacross the country and even the ocean! Applications for the first and second grade classes totaled well over 100.ThisisthesecondsummerC-MITEShascon-ducted classes for the first and second grades and we plan to continue to offer programs for our younger population.

The2013 courseswere: Alice for Beginning Pro-grammers,AmusementParkPhysics,AnatomyandRobotics,BridgeBoom,CO2Dragsters,EcosystemScience,ExplorationsinScience,GreenEngineering,HarryPotter’sScienceAdventure,HowThingsWork,HumanAnatomy 101, K’NEXGeometry,MathOlympiad,MathematicsThroughtheAges,ProblemSolvingUsingPuzzles&Games,ProgrammingUsingAlice,Robotics Programming andDesign, SciencePotpourri, Solar SystemAstronomy, and Solve aMurder Mystery.

There were fourteen different classes on the CMU campus. For five weeks students participated in the classes and made newfriendswhileexploringmanyinterestingmath,scienceandtech-

nology topics. Bridges were built and computer games were created by the students. The green engi-neers discussed ways to improve the environment while the solar system astronomers studied the starrynight.Let’snot forget theMath Through the Ages class who hadapiparty,creatednumerousmathematicaldevicesandenjoyeda spirited game of Jeopardy onthe last day of class! Some of the students who participated in the morning academic classes also participated in the FITT camp in the afternoons. Those students

were literally very tired campers when they left the campus for the day.

Therewere33classesat12differentsitesduringtheprogram.Twenty-eight were in Allegheny County and five were in other counties. A totalof7mathclasses,18scienceclasses,1humanitiescourse,and7technologyclasseswereofferedandenjoyedbythe487studentswho participated. Thanks to those students who shared a part of their summer in the C-MITES program and to the teachers who made it possible.

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TheDavidsonFellowsScholarshipTheDavidson Fellows Scholarship awards $50,000, $25,000 and$10,000scholarshipstoextraordinaryyoungpeople,18andunder,who have completed a significant piece of work.

ApplicationcategoriesareMathematics,Science,Literature,Music,Technology,PhilosophyandOutsidetheBox.DavidsonFellowsarehonoredeveryyearinWashington,D.C.,withCongressionalmeet-ings and a special reception.

To be eligible for consideration as aDavidson Fellow, applicantsmust:

• Be18oryoungerasofSeptember29,2013.• BeaU.S.citizenresidingintheUnitedStates,orapermanent

residentoftheUnitedStatesresidingintheUnitedStates,orbestationed overseas due to active U. S. military duty.

• There is no minimum age for eligibility.• TheDavidsonInstituteis lookingforstudentswhoseprojects

are at or close to the college graduate level with a depth of knowledge in their particular area of study. This scholarship is not geared toward students at the novice level.

Formoreinformation,visittheDavidsonInstitutewebsiteatwww.davidsongifted.org.

ThankYoutoDonorsTheC-MITESstaffwouldliketothankthefollowingdonors:Mr.MarkGelfand,TheRobertM.Thompson Jr.FamilyFundof thePittsburghFoundation,TheGrableFoundation,Dr.BernardMeisner,theAmericanEagleOutfittersFoundation,theKennametalFounda-tion,theCommunityFoundationofWarrenCounty,theSpectroscopySocietyofPittsburgh,theClearviewFederalCreditUnion,andMr.andMrs.DanielD.Warmack.ManyC-MITESfamilieshavegivengiftsof$5ormoretoourscholarshipfund.Wewouldliketothankall of you for your support. Your donations pay for student scholar-ships,classroomsupplies,developmentofnewclasses,andC-MITESoperating costs. Thank you!

C-MITES?Become a fan on

Puzzle Challenge!Q: Determine the pattern and complete the empty square.

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A; Each square is the sum of the three squares surrounding it to the upper left (add square above, square to left and square top left diagonally). So the empty square is 25+25+13 = 63!

Check out Facebook for more puzzles, games, and info on gifted education.

New!BecomeaC-MITESMember!Startingwiththe2013-2014schoolyearElementaryStudentTalentSearch,C-MITESisintroducingC-MITESmembership.WhataretheadvantagesofbecomingaC-MITESmember?

• First-priorityplacementintheSummerProgram

• TuitiondiscountintheSummerProgram

• EarlynotificationandaccesstotheWeekendWorkshopandSteppingstones registration

HowdoyousignuptobecomeaC-MITESMember?StudentswhoregistertotaketheEXPLOREtestinNovember,JanuaryorFebruaryautomaticallybecomeC-MITESMembers.Studentsin3rdto6thgrade should participate in the C-MITES Elementary Student Talent Search(ESTS)tolearnmoreabouttheirabilitiesandtoreceivere-sourcesforacademicallytalentedyouth.StudentstaketheEXPLOREtest,whichwasdesignedfor8thgraders.Formoreinformationabouttesting,seewww.cmites.org.

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C-MITESCarnegie Mellon University5136MargaretMorrisonSt.,MMP30Pittsburgh,PA15213Tel.:412-268-1629Fax:412-268-1049www.cmites.org

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Issue #41 - Fall 2013