Abstract
Using the raven’s advanced progressive matrix, this study investigated the figural reasoning ability of 30 mathematically gifted students in middle school and analyzed the figural reasoning process using eye-tracking method. As a result of the study, mathematically gifted students showed a large individual difference in figural reasoning ability. Almost all subjects were able to solve the items that require simple visual manipulation, but there were individual differences in the accuracy of visual items involving complex rules or items with two or more rules. As a result of analyzing the patterning process, there were many differences in thinking ability or characteristics such as information searching method, structure grasping speed, mental flexibility, meta-cognition, and analytical thinking, which influenced the success or failure of figural reasoning. It was confirmed that the selected mathematically gifted students' individual thinking ability and characteristics were measured and that differentiated instruction was needed to strengthen their thinking ability.
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