A Comparison of Mathematics Learning Approaches of Gifted and Non-Gifted Students

Abstract

In this study, it was aimed to investigate the mathematics learning approaches of gifted students and successful students who were not diagnosed as gifted in terms of variables of giftedness, gender, grade level, parents' profession and education level. Descriptive research model, which is one of the general survey models, was used in the study. For the 2018-2019 academic years, a total of 239 6th, 7th and 8th grade students, 84 of whom were gifted students and 155 of whom were non-gifted students, participated into the study. Data on gifted students were collected from the Science and Arts Center of a province in the Central Anatolia region, while data on non-gifted students were collected from a secondary school in the same province. Students' mathematics learning approaches were determined by using the "Scale of Mathematics Learning Approaches". When the findings were examined, a significant differentiation was observed in favor of gifted students in the in-depth learning approach between gifted and non-gifted students. In addition, there is a significant difference in favor of female students in in-depth and strategic learning sub-dimensions among gifted students. When the mathematics learning approaches of gifted and non-gifted students were compared according to grade level, no significant difference was found in the 8th grade level average scores.

Examining the differentiation in pre-service mathematics teachers’ learning and studying approaches according to self-reinforcing, and persistence

“…In addition, the gender gap in mathematics achievement persists in some countries, while it is absent in others. On the other hand, it is revealed that while female students have a strategic and deep learning approach, male students exhibit a surface learning approach (Bulut et al, 2020;Sithole, 2018;Smith et al, 2005).…”

Penglibatan Pelajar Pintar dan Berbakat dalam Pembelajaran Matematik Atas Talian terhadap Pencapaian Matematik Tajuk

“…Sungguhpun PPB dikatakan mempunyai kemampuan untuk berkembang lebih awal dalam aspek pemikiran dan penaakulan mereka daripada rakan sebaya mereka yang lain (Papadopoulos, 2020), jelaslah bahawa penglibatan kognitif, afektif dan tingkah laku mempengaruhi pencapaian pentaksiran Matematik sama ada dalam kalangan pelajar biasa ataupun PPB. Proses pengajaran dan pembelajaran Matematik yang diberikan atau ditawarkan kepada PPB penting dalam mendedahkan PPB kepada pemikiran kritis yang seterusnya mempengaruhi pencapaian pentaksiran Matematik (Bulut et al, 2020).…”

Comparison of Problem-Posing Skills of Gifted and Non-Gifted Primary School Students

“…Students who are gifted in the field of mathematics have a high desire to study, a high level of creativity, and high motivation towards the mathematics lesson (Mingus & Grassl, 1999). In studies comparing gifted students with their peers; it is seen that gifted students have low mathematics anxiety, and their mathematics motivation, attitudes, self-efficacy, mathematics learning behaviors, and problem-solving performances are high (Bulut, Yıldız, & Baltacı, 2020;Gürel & Yetkin-Özdemir, 2019;Pajares, 1996;Wang, Huang & Hwang, 2016). Even gifted students, thanks to their ability to use induction, deduction, and analytical thinking skills, are seen to make fewer mistakes when solving non-routine problems and use different strategies to solve problems (Holton & Gaffney, 1994;Tertemiz, Do ğan & Karakaş, 2017;Vaivre-Douret, 2011;Yıldız, Baltacı, Kurak & Güven, 2012).…”