Matematikte Üstün Yetenekli İlköğretim Öğrencilerinin Okullarındaki Matematik Derslerine İlişkin Algıları

Üstün yetenekli öğrenciler vakitlerinin çoğunu diğer öğrencilerle aynı sınıf ortamlarında geçirmektedir. Ancak, bu ortamlar üstün yetenekli öğrenciler için bazı sınırlılıkları da beraberinde getirmektedir. Bu çalışmanın amacı Ankara ilindeki matematikte üstün yetenekli ilköğretim öğrencilerinin okullarındaki matematik derslerine ilişkin algılarını ortaya çıkarmaktır. Görüşme soruları, konu işlenişi, problem-alıştırma çözme, etkinlikler, materyal, öğretmen, arkadaşlar, ödevler ve genel değerlendirmelerden oluşan başlıklar altında toplanmasıyla oluşturulmuştur. Veriler, özel bir merkeze devam eden ve üstün yetenekli tanısı konmuş dokuz öğrenciden toplanmıştır. Bu verilerden oluşan kategorilerin nitel yöntemlerle incelenerek yorumlanması ile elde edilen bulgular öğrencilerin sınıf ortamlarında yaşadıkları sınırlılıkları ve bu bağlamda matematik dersine karşı algılarını ortaya çıkarmıştır.

Anahtar Kelimeler:

Üstün yetenekli, matematik dersi, algı, ilköğretim öğrencileri

Perceptions of Mathematically Gifted Students About Math Classes in Their Own Schools

Gifted students spend most of their time with regular students in the same classroom settings. However, classrooms have some limitations for them. Aim of this study is to explore perceptions of mathematically gifted students in Ankara about math classes in their own schools. Based on literature, main issues; learning subject, problems-exercises, activities, manipulates, teacher, class mates, books, homework and general issues, constructed interview questions. Data is gathered by interviewing nine mathematically gifted students, 4th, 5th and 6th grade, enrolling in a gifted center. Inferences made from constructed categories lead to findings that these students have some limitations and this study present their perceptions based on these limitations.

Keywords:

Gifted, math class, perception, elementary students,

PDF

___

Anderson, L., B. (2013). Gıfted learners and mathematical achievement: An analysis of gifted instructional models. (Unpublished doctoral dissertation). Liberty University, Lynchburg, VA.
Baykoç, N. (2011). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap.
Baykoç, N., Uyaroğlu, B., Aydemir, D. & Seval, Ç. (2012). A New Dimension in Education of Turkish Gifted Children. Procedia - Social and Behavioral Sciences, 47, 2005-2009.
Baykoç, N. (2014). Üstün yetenek gelişimleri ve eğitimleri. Ankara: Vize Yayıncılık.
Baykoç, N., Aydemir, D., & Uyaroğlu, B. (2014). Inequality in educational opportunities of gifted and talented children in Türkiye. Procedia-Social and Behavioral Sciences, 143, 1133-1138.
Cash, R. M. (2017). Advancing differentiation: Thinking and learning for the 21st century. Free Spirit Publishing.
Conklin, W. (2015). Differentiating the curriculum for gifted learners. Teacher Created Materials.
Creswell, J. W. (2009). Oualitative İnquiry and Research Design: Choosing Among Five Traditions. Thousan Oaks, CA: Sage.
Davis, G. A. & Rimm, S.B. (2004). Education of the gifted and talented (5th Ed.). Boston: Allyn and Bacon.
Deizmann,C. M. & Watters, J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25, 7–31.
Dimitriadis C. (2011). Provision for mathematically gifted children in primary schools: an Investi gation of four different methods of organizational provision, Educational Review, 230-242
Dreeszen, J. L. (2009). The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher (Unpublished doctoral dissertation) Kansas State University
Fıçıcı, A. & Siegle D. (2008). International teachers’ judgment of gifted mathematics student characteristics. Journal of Gifted Talented International, 23(1), 22-37.
Frankell, J.R. & Wallen, N.E. (2006). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Gadanidis G., Hughes J. & Cordy M. (2011). Mathematics for Gifted Students in an Arts- and Technology-Rich Setting. Journal for the Education of the Gifted, 34(3), 397-433.
Hannah J., James A., Montelle C. & Nokes J. (2011). Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299-312.
Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately. The Gifted Child Quarterly, 53(4), 251.
Johnson, D. T. (2000). Teaching mathematics to gifted students in a mixed-ability classroom. Reston, VA: Eric Clearinghouse.
Kanevsky, L. (2011). Differential differentiated: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.
Krutetski, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: The University of Chicago Press.
Ktistis, S. (2014). Fostering critical thinking in gifted students in the heterogeneous classroom: General educators’ perceptions. (Doctoral dissertation, North Central University, San Diego, CA). Available from ProQuest Dissertations & Theses database. (UMI No. 3646326
Law, C., & Kaufhold, J. A. (2009). An analysis of the use of critical thinking skills in reading and language arts instruction. Reading Improvement, 46(1), 29.
Özdemir, D. (2016). Design and development of differentiated tasks for 5th and 6th grade mathematically gifted students. Yayımlanmamış Doktora Tezi. Orta Doğu Teknik Üniversitesi, Ankara.
Pantazi D. P., Christou C., Kontoyianni K., & Kattou M. (2011): A model of mathematical giftedness: integrating natural, creative, and mathematical abilities, Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39-54.
Renzulli, J. S., & Reis, S. M. (2004). Curriculum compacting: A research-based differentiation strategy for culturally diverse talented students. In D. Boothe, J. C. Stanley (Eds.). In the eyes of the beholder: Critical issues for diversity in gifted education (pp. 87–100). Waco, TX: Prufrock Press.
Rotigel, J. V. & Fello, S. (2004). Mathematically gifted students: How can we meet their needs? Gifted Child Today, 27(4), 46-51.
Singer, F. M., Sheffield, L. J., Freiman, V., & Brandl, M. (2016). Research on and activities for mathematically gifted students. In Research On and Activities For Mathematically Gifted Students (pp. 1-41). Springer International Publishing.
Sriraman, B., Haavold P., & Lee K. (2013). Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. Mathematics Education, 45(1), 215–225.
Sriraman, B., & Sondergaard, B. D. (2009). On bringing interdisciplinary ideas to gifted education. In L. V. Shavinina (Ed.) International handbook on giftedness (pp. 1235-1256). Netherlands: Springer.
Tomlinson, C. A., Tomchin, E. M., & Callahan, C. M. (1994). Preservice teachers’ perceptions of and responses to the differential needs of gifted students in their classrooms. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Trinter, C. P., Moon, T. R., & Brighton, C. M. (2015). Characteristics of students’ mathematical promise when engaging with problem-based learning units in primary classrooms. Journal of Advanced Academics, 26(1), 24-58.
Uyaroğlu, B. (2011). Üstün Yetenekli ve Normal Gelişm Gösteren İlköğretim Öğrencilerinin Empati Becerileri ve Duygusal Zeka Düzeyleri ile Anne-Baba Tutumlarının İncelenmesi Yayımlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi, Ankara.
VanTassel-Baska, J., & Brown, E. F. (2005). An analysis of gifted education curriculum models. In F. A. Karnes and S. M. Bean (Eds.), Methods and Materials for Teaching the Gifed (pp. 75-106). Waco, TX: Prufrock Press.
Vlahovic S. V, Vidovic V. V. Arambasic L (1999): Motivational Characteristics in Mathematical Achievement: a study of gifted high‐achieving, gifted underachieving and non‐gifted pupils. High Ability Studies, 10(1), 37-49.
Westberg, K. L., Archambault, F. X., Dobyns, S. M., & Salvin, T. J. (1993). An Observational Study of Instructional and Curricular Practices Used with Gifted and Talented Students İn Regular Classrooms. Storrs: University of Connecticut.
Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach?. Arts Education Policy Review, 109(4), 21-32.