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

Ahsen Seda Bulut,Avni Yildiz,Serdal Baltaci

doi:10.16949/turkbilmat.682111

Ahsen Seda Bulut, Avni Yildiz + Show 1 more

Open Access

https://doi.org/10.16949/turkbilmat.682111

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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.

Highlights

Mathematics learning approaches of students who are not diagnosed with gifted students and gifted students are reported for the overall scale according to the gifted students' grade levels, gender, parents' education level and parents' profession
Considering the analysis results of students who have not been diagnosed as gifted students, the mean scores of girls' in-depth and strategic learning approaches are higher than boys, and they are lower in superficial learning approaches
When the t-test results of independent samples conducted to compare the math learning approaches of students who were diagnosed with giftedness and not according to grade level were examined, no significant difference was found in mean scores at the 8th grade level

Summary

Introduction

How learning takes place has always occupied our minds This is because we have not been able to solve the entire working mechanism of brain yet. It is a learning process for the individual to perceive the stimuli in the outside world and interpret their perceptions in different ways and turn them into a unique product (Beydoğan, 2007; Von Glasersfeld, 1996). In this learning process, it can be said that learning approaches can take an important place when individual differences are taken into consideration. Learning approach expresses the aim of the student in learning, the process the student passed while learning and how the student organizes learning (Spencer, 2003)

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